O projeto de curso em debate a partir de falas de professores da licenciatura em espanhol do Instituto Federal de Brasília.

Abstract

In this article we reflect on the degree courses in Spanish Letters at the Federal Institutes as an expansion policy of Brazilian higher education (OTRANTO, 2010, 2013; SILVA JÚNIOR, 2016). For this, we used the discussion group as a methodological strategy to think about the course project of the Instituto Federal de Brasília (IFB) taken as a methodological approach. We listened to the subjects and analyzed the speeches to raise images of teaching predominant in their work conceptions. We define the discussion group (ARANTES; DEUSDARÁ, 2017; GATTI, 2012) as an important procedure and instrument for generating data on teacher training, making the participants fundamental parts of the historical process of implementation and continuity of the course in question. The data generated reveal meanings built for the insertion of Spanish degree in the IFB, the hiring teacher trainers, the little experience of teachers in higher education and conceptions of working with the Spanish language in the course project.