A formação de professores de português língua estrangeira/segunda língua na Universidade Federal do Espírito Santo

Abstract

We have witnessed, especially since the 1990s, an intense development in the area of Portuguese as a Foreign Language and/or Second Language (PFL/L2), in terms of research, events, publications and language policies (ALMEIDA FILHO, 2011a, 2011b). The learning objectives of PFL/L2 are diverse (NÓBREGA, 2016) and, in view of the increase in PFL/L2 courses, the demand for teacher education and professionalization in the area is intensified (DE CASTRO, 2013), which involves specificities (CUNHA, 2007b; BATISTA; ALARCÓN, 2012; KFOURI-KANEOYA, 2018). This is also a reality at the Federal University of Espírito Santo (Ufes). Thus, the research presented here sought to analyze how the education of Ufes’ PFL/2L teachers occurred between 2014 to 2019, when PFL/L2 courses at Núcleo de Línguas had its last configuration. It was a qualitative and exploratory research, in a case study whose instruments/procedures for data generation were document analysis and semistructured interviews. For the discussion we used fundamentals from (Critical) Applied Linguistics (CELANI, 1992; LEFFA, 2006b; MOITA LOPES, 2011; PENNYCOOK, 2001; SCHEIFER, 2013), from language policies (RAJAGOPALAN, 2013a, 2013b, 2018), and from the education of language and PFL/2L teachers (ALMEIDA FILHO, 2015; ALVAREZ, 2011; GARCIA, 2005; KFOURI-KANEOYA, 2018; MENDES, 2011, 2018; SCHÖN, 1984). Participants reported several challenges as a result of the need for greater institutionalization and language policies for PFL/L2 teacher education at Ufes. The results showed that teacher education occurred through an optional discipline, courses, study group, among others, and involved collaboration, dialogue and mutual education, but the initiatives were in a reactive, fragmented manner and as a result of individual efforts. We hope this work strengthens reflections on the PFL/L2 teacher education initiatives that took place at Ufes and assists in future research and initiatives in this context and in others, in addition to promoting support towards language policies aimed at institutionalizing the PFL/L2 area at Ufes, especially with regard to teacher education.