Resumo

CASTRO, Carlos Henrique Silva de; MAGNANI, Luiz Henrique  e  MARQUES, Luiz Otávio Costa. A CURRICULAR PROPOSAL FOR THE TRAINING OF LANGUAGE TEACHERS IN THE CONTEXT OF RURAL EDUCATION: REFLECTIONS AND PRACTICES OF LANGUISTIC EDUCATION. Rev. Bras. Educ. [online]. 2022, vol.27, e270044.  Epub 16-Jun-2022. ISSN 1809-449X.  https://doi.org/10.1590/s1413-24782022270044.

We discuss here how the emergence of undergraduate courses in rural education in Brazilian public universities, which occurred at the beginning of the 21st century, mobilizes, in practice, a varied set of pedagogical, methodological, epistemological, and logistical issues to an entire community linked to such public policy. In particular, we focus on the case of the language and codes area of one of these undergraduate courses, where the authors of this text work. With the objective of reflecting on significant educational practices in the presented context, as well as on conceptions of language and language that underlie such practices, we describe some aspects of habilitation, detailing elements of curricular organization as well as practices that mobilize particular views and postures. This description accompanies an analysis of conceptual and practical aspects of language and education that emerge from our experience in the course in question. We consider that reports and reflections on experiences and aspects of a course marked by practices, expectations, spatio-temporal organization, and epistemological bases that are opposed to a more common model of teacher education in the area of language in the Brazilian context may raise agendas of broader interest for the spheres of language and education.

Palavras-chave : languages; teacher training; rural education.

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