REFLECTIONS ON PORTUGUESE LANGUAGE TEACHING / LEARNING IN LETTER COURSES: IMPLICATIONS IN BASIC EDUCATION

Abstract

This article proposes a reflection on the formation of the Portuguese Language Teacher at Universities and how certain obsolete teaching concepts end up negatively impacting teaching practices in the teaching of reading, literature and textual production in basic education. One of the problems raised in this article is: Why do primary school teachers still insist on archaic pedagogical practices that do not contribute to the formation of readers, producers of critical and reflective texts? Is (un) training in your university career the result of outdated curricula? Thus, among the various objectives that this article aims to reflect, the following stand out: rethinking the training of the graduate of letters; Assess the adequacy of the curricula of these future teachers; Maintaining a divorce between educational theory and practice reverberates in the maintenance of pedagogical practices that do not contribute to the adequate training of students in basic education. To build this article we used as a methodology a non-exhaustive review of the existing bibliography on this topic. The results we have reached are that there is a lack of curricular adaptations in the courses of letters and continuing education of teachers so that they can carry out reading practices, literary literacy and textual production that are appropriate to the new realities of the contemporary school. This study is based on studies by Antunes (2003), Cosson (2006, 2014), Kleiman (2004), Yunes (2002), Lajolo (2000) Soares (2003), among others.