Saberes de professores para atuação em contextos bi/multilíngues: a percepção de professores em serviço.

Abstract

Teacher education for bi/multilingual education is still a distant reality in Brazil (Castanharo, 2020). Therefore, the vast majority of teachers have built their knowledge during their teaching practice, in exchanges with peers and in continuing education proposed by the schools themselves (Fávaro, 2009; El Kadri; Saviolli; Moura, 2022), that is, mobilizing in part the experiential knowledge (Tardif, 2012). This paper aims at investigating what knowledge is necessary for teachers to work in bi/multilingual education, according to the literature in the field and teachers‟ perception from a teacher education course in bi/multilingual education. This is an interpretative qualitative research with a socio-historical perspective. The data was gathered through questionnaires applied to 172 in-service teachers and analyzed by the content analysis framework (Bardin, 2004). The results indicate that, according to teachers‟ perception, the knowledge to teach in this context involves professional education, curriculum, academic literacy and experiential knowledge, besides specific knowledge of the context.