Critical-Formative Action in the Context of Portuguese Language Teacher Trainers

Abstract

We live in a society in which habits, customs, values and beliefs have been modified as a result of globalization and the information and communication technologies that have entered and occupied public and private spaces, in an intense and meaningful way. Education, in turn, even with some pertinent advances, still presents fragmented teaching in Brazilian classrooms, a traditional model that is out of context in the everyday life of students. When considering that it is in and through language that human beings interact, this article aims to present a critical-formative action developed with Portuguese language trainers, from the Education Department of the State of Acre, in the discussion of concepts of discursive genres, didactic sequence and multi-stages, as a possibility of transformation of the subjects involved. Methodologically, we are anchored in the Critical Collaboration Research (PCCol) in which all involved act, in a critical, collaborative and reflective way, in the activities developed, in order to intervene and transform the existing reality. The results found verified the need for revision in: a) concepts considered internalized and, b) in the role of the trainer as someone who needs to articulate theory and practice in a more collaborative, critical and effective way with the teachers.