Educação Científica De Professoras De Língua Portuguesa

Abstract

This paper focuses on the scientific education process of 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 selfrepresentations present in the final works. We use the qualitative and quantitative investigative approaches. 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 notion of Schematic Structure of Genre (EEG) also helped textual analysis. 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.