Textual analysis in the training of teachers of Portuguese as a foreign language: an interactionist proposal

Authors

DOI:

https://doi.org/10.5007/2175-795X.2023.e92213

Keywords:

Text analysis, Teacher training, Sociodiscursive interactionism

Abstract

This article proposes to reflect on the analysis of texts in the training of teachers of Portuguese as a foreign language (PLE). This reflection is situated in a practice developed in the Portuguese Teacher Training Course at the Universidad Nacional de Rosario (UNR, Argentina) and aims to discuss a central aspect of the linguistic training of PLE teachers: knowledge (and know-how) on texts as fundamental objects of the teaching task. In addition, and because of this problematization, an intervention proposal is presented, implemented in a discipline, called Comprehension of texts in Portuguese. In theoretical and epistemological terms, this discussion – and the didactic proposal linked to it – is situated within the framework of Sociodiscursive Interactionism. The article begins by defining what can be understood by text and by text analysis. Then, it situates the problem in the case of the training of Portuguese teachers. Finally, it shows a didactic intervention proposal to address textual analysis in teacher education and a possible way of text analysis.

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Published

2023-12-04

How to Cite

Miranda, F. (2023). Textual analysis in the training of teachers of Portuguese as a foreign language: an interactionist proposal. Perspectiva, 41(4), 1–21. https://doi.org/10.5007/2175-795X.2023.e92213

Issue

Vol. 41 No. 4 (2023): Dossier Training spaces for language teachers

Section

Dossier Initial training spaces for future language teachers

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Copyright (c) 2023 Florencia Miranda

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