<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992020000100181</article-id>
<article-id pub-id-type="doi">10.14244/198271993683</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Do real ao desejável: formação e práticas de docentes de língua portuguesa]]></article-title>
<article-title xml:lang="en"><![CDATA[From the real to desirable: Portuguese Language teachers&#8217; practices and training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Leandra Ines Seganfredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado de Mato Grosso (UNEMAT) Programa de Pós-Graduação em Letras (UNEMAT) ]]></institution>
<addr-line><![CDATA[Sinop MT]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>14</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992020000100181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992020000100181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992020000100181&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Diante das transformações sociais mais amplas, a educação e os profissionais docentes de Língua Portuguesa são afetados, com isso surgem necessidades de reformas do ensino que traduzam mudanças no currículo, nas práticas docentes e também na formação de novos perfis de leitores e escritores, sobretudo diante dos insatisfatórios resultados que os estudantes têm apresentado nas avaliações externas. O objetivo desta pesquisa consiste em descrever e discutir como docentes de Língua Portuguesa compreendem seus percursos de formação inicial e contínuo e como tais percursos se efetivam em suas práticas mobilizadas cotidianamente em sala de aula, em uma perspectiva inter-transdisciplinar, crítica e multicultural. O estudo filia-se, pois, aos pressupostos teórico-metodológicos da pesquisa qualitativo-interpretativista. O corpus de análise constituiu-se de excertos de informações geradas por respostas a um questionário online composto por perguntas objetivas e subjetivas. Os resultados apontam que se faz imprescindível a reinvenção dos currículos de Letras, a fim de fomentar, no processo de formação de professores, eventos e novas práticas de letramentos como possibilidade de potencializar uma formação para o reconhecimento da diversidade linguístico-discursiva e o desenvolvimento de práticas inovadoras que problematizem a complexidade do mundo, da escola e da sala de aula, sobretudo por meio de políticas públicas significativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the face of the broader social transformations, education and teachers of Portuguese Language are affected. Thus it appears demands of reforms of teaching that reflect changes in the curriculum, in the teaching practices and also in the formation of new profiles of readers and writers. It occurs due to the unsatisfactory results students have presented in the external evaluations. This research aims at describing and discussing how Portuguese Language teachers understand initial and continuous training courses and how they are effective in teaching practices mobilized daily in the classroom, in an inter-transdisciplinary, critical and multicultural perspective. It is a qualitative-interpretative research and data were collected with the use of an online questionnaire with objective and subjective questions. The corpus of analysis consisted of excerpts of information generated in the questionnaire. The results point out it is essential to reinvent the Letters curricula. It is necessary in order to foster in the process of teacher training events and new practices of literacy as a potential to enhance training for the recognition of linguistic-discursive diversity and the development of practices that problematize the world, the school and the classroom complexity, especially through significant public policies.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de língua portuguesa]]></kwd>
<kwd lng="pt"><![CDATA[Políticas educacionais.]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Portuguese language teaching]]></kwd>
<kwd lng="en"><![CDATA[Educational policies.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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