SCIENTIFIC EDUCATION OF FEMALE PORTUGUESE LANGUAGE TEACHERS
Abstract
This paper focuses on the scientific education process of some Portuguese language teachers, enrolled in the Professional Master of Arts (ProfLetras). This process was investigated from the analysis of Master’s dissertations, presented as graduation final works. The mentioned process was found through the investigation of the research objects and the self-representations present in the final works. This research is situated in literacy studies, developed in the indisciplinary field of Applied Linguistics. For linguistic microanalysis, we use Systemic Functional Linguistics (SFL), focusing on grammatical structures responsible for the experiential metafunction of language. The development of scientific education was verified by the perception of reflection on professional practice by the authors of the dissertations and by the demonstration of familiarization with reference theories. We also perceived the impact of academic discourse on the focused training process, inducing teachers to overvalue linguistic theories at the expense of the challenges of teaching Portuguese as a mother tongue.
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