Formação emancipatória de professores sobre o uso da linguagem na educação básica : um estudo crítico-discursivo

Abstract

In the municipality of Britânia, in the interior of Goiás, which borders the state of Mato Grosso, we observed the need for teacher training on issues based on language as a form of social emancipation, since courses of this nature are rarely taught in this city. Thus, our research work aims to analyze, in light of studies on Emancipatory Teacher Training and Critical Discourse Analysis, statements by teachers who work in basic education in the municipal network of Britânia. Our research is qualitative in nature and the data were collected in a continuing education course, which sought to provide support so that the teaching staff of this education network could have access to reflections on texts produced by theorists whose work is based on critical theory. In this sense, we seek to provide opportunities for the expansion of their academic, intellectual and professional knowledge, so that they can highlight the possibilities of carrying out work based on the principles of democracy, human emancipation and transformation in their lives and in the lives of students. The methodology used was questionnaires at the beginning and end of the course. Participant observation was used during the course. The authors who were the main authors of this study are Fairclough (2003), Curado Silva (2008) and Contreras (2012). It is hoped that this research will contribute to studies on teacher training in the area of language, especially with regard to teaching in rural cities.