PFL Teacher education at the Federal University of Espirito Santo:letter considerations and proposals

Detalhes bibliográficos
Autor(a) principal: Mello, Renata Rocha Vieira de
Data de Publicação: 2021
Outros Autores: Kawachi-Furlan, Cláudia Jotto
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Entretextos
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/44668
Resumo: The aim of this paper was to analyze the development of some teacher education processes focused on Portuguese as a Foreign Language (PFL) at the Federal University of Espírito Santo (Ufes), from 2014 to 2019. Therefore, studies on language policies (RAJAGOPALAN, 2013a, 2013b, 2018), teacher education (SILVA; LIMA, 2019) and curriculum (VEIGA-NETO, 2021) were discussed in order to present our considerations and analysis. Data was collected through semi-structured interviews with individuals who participated in actions related to PFL teaching and teacher education at Ufes. In addition, we analyzed the documents that were essential to understand this context within the time frame. Results show there are initiatives related to PFL teacher education from the Languages Department and the Language Center. However, those initiatives were considered as reactive and fragmented, which indicates the lack of institutionalization of PFL at this university. We expect that by discussing the experiences with teacher education focused on PFL in a specific context, this paper present contributions to the field of PFL, highlighting the need of institutional language policies that address the demands of PFL and valuing studies about teacher education.
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spelling PFL Teacher education at the Federal University of Espirito Santo:letter considerations and proposalsLa formación de profesores de PLE en la Universidad Federal de Espírito Santo: consideraciones y propuestasA formação de professores de PLE na Universidade Federal do Espírito Santo: considerações e encaminhamentosPortuguese as a Foreign LanguageLanguage PoliciesTeacher EducationPortugués como Lengua ExtranjeraPolíticas LingüísticasFormación docentePortuguês Língua EstrangeiraPolíticas LinguísticasFormação docenteThe aim of this paper was to analyze the development of some teacher education processes focused on Portuguese as a Foreign Language (PFL) at the Federal University of Espírito Santo (Ufes), from 2014 to 2019. Therefore, studies on language policies (RAJAGOPALAN, 2013a, 2013b, 2018), teacher education (SILVA; LIMA, 2019) and curriculum (VEIGA-NETO, 2021) were discussed in order to present our considerations and analysis. Data was collected through semi-structured interviews with individuals who participated in actions related to PFL teaching and teacher education at Ufes. In addition, we analyzed the documents that were essential to understand this context within the time frame. Results show there are initiatives related to PFL teacher education from the Languages Department and the Language Center. However, those initiatives were considered as reactive and fragmented, which indicates the lack of institutionalization of PFL at this university. We expect that by discussing the experiences with teacher education focused on PFL in a specific context, this paper present contributions to the field of PFL, highlighting the need of institutional language policies that address the demands of PFL and valuing studies about teacher education.El objetivo de este trabajo fue analizar el desarrollo de algunos procesos de formación docente centrados en el Portugués como Lengua Extranjera (PLE) en la Universidad Federal de Espírito Santo (Ufes), de 2014 a 2019. Para eso, discutimos estudios sobre políticas lingüísticas (RAJAGOPALAN, 2013a, 2013b, 2018), la formación docente (SILVA; LIMA, 2019) y el currículo (VEIGA-NETO, 2021) con el fin de presentar nuestras consideraciones y análisis. Generamos los datos a través de entrevistas semiestructuradas con personas que participaron en acciones relacionadas con la enseñanza del PLE y la formación docente en las Ufes. Además, analizamos los documentos que fueron fundamentales para comprender este contexto en el marco de tiempo. Los resultados muestran que hay iniciativas relacionadas con la formación de profesores de PLE desde el Departamento de Idiomas y el Centro de Idiomas. Sin embargo, esas iniciativas fueron consideradas reactivas y fragmentadas, lo que indica la falta de institucionalización del PLE en esta universidad. Esperamos que al discutir las experiencias con la formación docente centrada en PLE en un contexto específico, este artículo presente contribuciones al campo del PLE, destacando la necesidad de políticas lingüísticas institucionales que aborden las demandas del PLE y valorando los estudios sobre la formación docente.O objetivo deste artigo consistiu em analisar como ocorreram alguns dos processos de formação de professores de Português Língua Estrangeira (PLE) na Universidade Federal do Espírito Santo no período de 2014 a 2019. Para tanto, nos pautamos em estudos sobre políticas linguísticas (RAJAGOPALAN, 2013a, 2013b, 2018), formação docente (SILVA; LIMA, 2019) e currículo (VEIGA-NETO, 2021) para tecer nossas considerações e análises. Os dados foram gerados por meio de entrevistas semiestruturadas com sujeitos que participaram de ações voltadas ao ensino e à formação docente de PLE na instituição. Além disso, realizamos a análise de documentos necessários para a compreensão desse cenário nesse recorte temporal. Os resultados revelam que há iniciativas do Departamento de Línguas e Letras e do Núcleo de Línguas da Ufes para a formação docente de PLE. No entanto, tais iniciativas foram consideradas como reativas e fragmentadas, o que aponta para a carência de institucionalização do PLE nessa universidade. Esperamos que, ao discutir as vivências sobre a formação docente de PLE em um contexto específico, este trabalho possa apresentar encaminhamentos para o campo de PLE, destacando a necessidade de políticas linguísticas institucionais que contemplem as demandas do PLE e valorizando estudos sobre formação docente nesse cenário.Universidade Estadual de Londrina2021-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresEstudo de caso.info:eu-repo/semantics/otherapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/4466810.5433/1519-5392.2021v21n3Esp.p111Entretextos; v. 21 n. 3Esp. (2021): Dossiê: Ensino, Pesquisa e Formação de Professores de Português como língua estrangeira (PLE): um panorama atual; 111-1302764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/44668/30929Copyright (c) 2021 Entretextosinfo:eu-repo/semantics/openAccessMello, Renata Rocha Vieira deKawachi-Furlan, Cláudia Jotto2022-01-28T13:46:09Zoai:ojs.pkp.sfu.ca:article/44668Revistahttps://www.uel.br/revistas/uel/index.php/entretextosPUBhttps://www.uel.br/revistas/uel/index.php/entretextos/oai||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br1519-53922764-0809opendoar:2022-01-28T13:46:09Revista Entretextos - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv PFL Teacher education at the Federal University of Espirito Santo:letter considerations and proposals
La formación de profesores de PLE en la Universidad Federal de Espírito Santo: consideraciones y propuestas
A formação de professores de PLE na Universidade Federal do Espírito Santo: considerações e encaminhamentos
title PFL Teacher education at the Federal University of Espirito Santo:letter considerations and proposals
spellingShingle PFL Teacher education at the Federal University of Espirito Santo:letter considerations and proposals
Mello, Renata Rocha Vieira de
Portuguese as a Foreign Language
Language Policies
Teacher Education
Portugués como Lengua Extranjera
Políticas Lingüísticas
Formación docente
Português Língua Estrangeira
Políticas Linguísticas
Formação docente
title_short PFL Teacher education at the Federal University of Espirito Santo:letter considerations and proposals
title_full PFL Teacher education at the Federal University of Espirito Santo:letter considerations and proposals
title_fullStr PFL Teacher education at the Federal University of Espirito Santo:letter considerations and proposals
title_full_unstemmed PFL Teacher education at the Federal University of Espirito Santo:letter considerations and proposals
title_sort PFL Teacher education at the Federal University of Espirito Santo:letter considerations and proposals
author Mello, Renata Rocha Vieira de
author_facet Mello, Renata Rocha Vieira de
Kawachi-Furlan, Cláudia Jotto
author_role author
author2 Kawachi-Furlan, Cláudia Jotto
author2_role author
dc.contributor.author.fl_str_mv Mello, Renata Rocha Vieira de
Kawachi-Furlan, Cláudia Jotto
dc.subject.por.fl_str_mv Portuguese as a Foreign Language
Language Policies
Teacher Education
Portugués como Lengua Extranjera
Políticas Lingüísticas
Formación docente
Português Língua Estrangeira
Políticas Linguísticas
Formação docente
topic Portuguese as a Foreign Language
Language Policies
Teacher Education
Portugués como Lengua Extranjera
Políticas Lingüísticas
Formación docente
Português Língua Estrangeira
Políticas Linguísticas
Formação docente
description The aim of this paper was to analyze the development of some teacher education processes focused on Portuguese as a Foreign Language (PFL) at the Federal University of Espírito Santo (Ufes), from 2014 to 2019. Therefore, studies on language policies (RAJAGOPALAN, 2013a, 2013b, 2018), teacher education (SILVA; LIMA, 2019) and curriculum (VEIGA-NETO, 2021) were discussed in order to present our considerations and analysis. Data was collected through semi-structured interviews with individuals who participated in actions related to PFL teaching and teacher education at Ufes. In addition, we analyzed the documents that were essential to understand this context within the time frame. Results show there are initiatives related to PFL teacher education from the Languages Department and the Language Center. However, those initiatives were considered as reactive and fragmented, which indicates the lack of institutionalization of PFL at this university. We expect that by discussing the experiences with teacher education focused on PFL in a specific context, this paper present contributions to the field of PFL, highlighting the need of institutional language policies that address the demands of PFL and valuing studies about teacher education.
publishDate 2021
dc.date.none.fl_str_mv 2021-12-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
Estudo de caso.
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/44668
10.5433/1519-5392.2021v21n3Esp.p111
url https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/44668
identifier_str_mv 10.5433/1519-5392.2021v21n3Esp.p111
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/44668/30929
dc.rights.driver.fl_str_mv Copyright (c) 2021 Entretextos
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Entretextos
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv Entretextos; v. 21 n. 3Esp. (2021): Dossiê: Ensino, Pesquisa e Formação de Professores de Português como língua estrangeira (PLE): um panorama atual; 111-130
2764-0809
1519-5392
reponame:Revista Entretextos
instname:Universidade Estadual de Londrina (UEL)
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instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Revista Entretextos
collection Revista Entretextos
repository.name.fl_str_mv Revista Entretextos - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv ||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br
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