The “Escrevendo o Futuro” (Writing the Future) Program and the Actions of the Portuguese Language Olympics ion Continued Teacher Education
DOI:
https://doi.org/10.35819/tear.v10.n2.a5370Abstract
Abstract: The purpose of this study is to present an analysis of the “Escrevendo o Futuro” (Writing the Future) Program in terms of some of its dynamics as formative actions. We seek to identify teacher education/training actions in the “Writing the Future” Portuguese Language Olympics by identifying its characteristics in order to analyze one of the program's actions, together with the conceptualization of what makes it a formative action. To guide the analysis, there is the following question: What characteristics, proposals or resources are present in the “Writing the Future” Program that make it take a formative perspective for teachers? This research was based on literature review by having the “Writing the Future” website as its starting point in a dialogue with authors who discuss teacher education and language, such as Bakhtin (2003), Gatti (2010), Nóvoa (2017), Signorelli (2016), Silva (2016), among others. The results have shown that the “Writing the Future” Program is characterized as a formative action for teachers, as it provides them a space to self-train and improve their knowledge. It also ensures a space for teachers to report on their school practices, with circulation and recognition of knowledge built within schools, enabling it to contribute directly or indirectly to the formation of their peers. It is therefore concluded that the “Writing the Future” Program can be seen as an opportunity for professional improvement, to exchange teaching experiences and to value the teacher’s voice.
Keywords: Writing the Future. Teacher training. Practice report.
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