CRITICAL TEACHER TRAINING FOR TEACHING PORTUGUESE

Abstract

This study investigated the critical training of Portuguese language teachers, with the aim of analyzing how pedagogical practices can be transformed to meet the demands of reflective education aligned with the social and cultural contexts of students. The research focused primarily on identifying the challenges and opportunities in integrating a critical approach into Portuguese language teaching. The methodology used was a bibliographic review, in which relevant academic and theoretical works on teacher training and critical language teaching were analyzed. From this analysis, it was observed that, although there are advances in discussions on critical training, many educators still resist the implementation of critical pedagogical practices, largely due to the maintenance of traditional teaching methods, such as the emphasis on normative grammar. In addition, it became clear that teacher training needs to consider the cultural and social diversities of students, which can be facilitated by the integration of digital technologies into the pedagogical process. As main contributions, the study highlighted the importance of a curriculum that incorporates critical pedagogical practices and the need for ongoing training for educators. The research suggested that new empirical studies on the application of these practices in schools can complement the findings and promote advances in teacher training.