CURRICULAR RECONFIGURATIONS IN INITIAL LANGUAGE TEACHER EDUCATION IN BRAZIL: ARTICULATIONS BETWEEN LINGUISTIC AND PEDAGOGICAL TRAINING IN LETRAS DEGREE PROGRAMS IN LIGHT OF THE 2024 NATIONAL CURRICULAR GUIDELINES

Abstract

This article discusses curricular reconfigurations in initial language teacher education in Brazil, focusing on Language and Literature degree programs and on the tensions among linguistic education, pedagogical education, and engagement with basic education contexts. The study is guided by the question of the extent to which current curricular changes can contribute to overcoming the historical fragmentation between disciplinary knowledge in the field of language and knowledge related to teaching. The investigation takes the form of a bibliographic theoretical essay, articulating studies on language teacher education, curriculum, teacher professionalism, practice as a curricular component, and national teacher education policies, with attention to the National Curriculum Guidelines established by CNE/CP Resolution No. 4/2024. The argument examines the constitution of the knowledge base for language teaching, the persistence of curricular arrangements that separate content, pedagogy, and practice, the regulatory changes affecting Brazilian teacher education programs, and the challenges generated by the reorganization of Language and Literature degrees. The article argues that curricular reconfiguration capable of changing the logic of education cannot be reduced to redistributing course hours or creating isolated components. It requires articulation among linguistic studies, language practices, pedagogical knowledge, teaching experiences, and continuous interaction with schools. As a proposition, the article formulates principles for an integrated curricular organization in which language teacher education is treated as a process of professional formation guided by language in use, the social contexts of teaching, and the relationship between academic knowledge and teaching action.