Theoretical-methodological guidelines for the initial training of the PFL teacher at the Federal University of Bahia UFBA

• Autor(a) principal: Queiroz, Nathan
• Data de Publicação: 2021
• Outros Autores: Souza, Iracema Luiza de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/44661
• topic: Theoretical-methodological guidelines; Teacher-in-training; UFBA; Direcionamentos teórico-metodológicos. Formação em PLE. UFBA.

Brazilian public universities still face a scarce practice of teacher training when it comes to the area of Portuguese as a Foreign Language\Second Language (PFL\PSL). Thus, this study aims at presenting the theoretical-methodological guidelines used in the training of the PFL teacher at the Federal University of Bahia (UFBA). At first, the teacher in training is invited to use the precepts, established by Schön (2000), to be constantly (re)thinking his teaching practice. Then, in relation to the ideas proposed by Clark (2000), Antunes (2009) and Mendes (2012), the educator is able to create activities that fulfill the linguistic purposes of the PFL course, the creation process is supported by Silva and Leurquin’s (2014) theory. Using this scenario as a background, we report some activities that were developed and applied by the teacher-in-training during his performance at NUPEL, UFBA. Finally, we reflect on the consequences of these activities for the teaching practice in PFL and for the training of teachers in the area.