A FORMAÇÃO DE PROFESSORES PRIMÁRIOS DE/EM PORTUGUÊS EM MOÇAMBIQUE: DISPOSITIVOS E INOVAÇÃO DAS PRÁTICAS PEDAGÓGICAS

Abstract

With this article we intend to make an analytical-theoretical study of the devices and innovation of pedagogical practices in the training of teachers of/in Portuguese in Mozambique, as discursive and non-discursive practices, according to the assumptions of the discourse analysis of the Foucaultian line. Thus, we question how the securities pact device and exclusion by language create conditions of possibility in the agency of innovative pedagogical practice (s) for the teaching and training of teachers of/in Portuguese in Mozambique. The study will be based on the archeogenealogical method designed by Michel Foucault, embodied with the perspective of applied linguistics. In this sense, we analyze statements that configure innovation in the domain of strategies that accommodate the teaching of  Portuguese as L1 and L2, while practices managed by  security pact device (absence of models of strategies that accommodate the teaching of/in europian portuguese and of/in mozambican portuguese and of the Portuguese spoken as L1 and as L2 in the same classroom) and exclusion by language device (separate, rejected social practices, with denied truths and not included in the (non) discursive practices and pedagogical practices conceived in the Teacher Education Curriculum Plan on the teaching of/in Portuguese).

KEYWORDS: Training of Primary Teachers of/in Portuguese; Security Pact Device; Language Exclusion Device; Pedagogical / (Non) Discursive Practices.

KEYWORDS: Training of Primary Teachers of/in Portuguese; Security Pact Device; Language Exclusion Device; Pedagogical / (Non) Discursive Practices.