Professores formadores de um curso de Letras/Espanhol – Parfor: uma visão complexa

Abstract

In this research, the objective was to describe and interpret the phenomenon The formation of Spanish teachers in Basic Education, promoted by the National Plan for the Formation of Basic Education Teachers (Parfor) through a public university in the north of the country, from the perspective of the training teachers. This study is based on complexity, by Morin (2005, 2015, 2018), and on teacher training, supported by Moraes (2008, 2011), Petraglia (1995, 2013), Erez Fernández (2017), Freire (1992, 1996), among others. From a methodological point of view, this thesis is based on the Complex Hermeneutic-Phenomenological Approach by Freire, M. (2010, 2012, 2017). In order to achieve the proposed objective, this study presents the following research question: what is the nature of teacher training promoted by a Spanish-Parfor Languages course at a public university in the North region of Brazil from the perspective of teacher trainers? This investigation has the participation of six professors from the Basic Education Teacher Training Program of a federal public university in the north of the country. A semi-open questionnaire and the hermeneutic conversations, which were textualized, were used as instruments for generating and recording text. The texts were thematized and, through the interpretative processes of the approach adopted, it was revealed that the essence of the phenomenon in focus is composed of the themes: opportunity, challenges, difficulties and satisfaction, which will be detailed in the research, as well as their sub-themes and sub-sub-themes