Práticas de letramento crítico na forma o de professores de línguas estrangeiras Critical literacy practices in foreign language teachers education

O MEC vem nos últimos anos investindo em medidas que visam a dar um norte ao ensino regular, tomando como base estudos acadêmicos desenvolvidos no ambito do ensino e da aprendizagem e levando em considera o as mudan as socioculturais geradas pela globaliza o e pelo avan o da tecnologia. Constata-se, no entanto, uma defasagem entre as concep es de educa o e de linguagem subjacentes aos PCN, às OCEM e a outras iniciativas, como o PNLD, por exemplo, e sua implementa o posta em prática na Educa o Básica. No caminho a ser trilhado para diminuir essa defasagem, uma quest o crucial se imp e: as concep es teórico-metodológicas que fundamentam as referidas iniciativas precisam repercutir significativamente na forma o inicial e continuada para poderem repercutir na atua o dos professores na sala de aula do ensino regular. Partindo desse pressuposto, discuto neste artigo as implica es da incorpora o de práticas de letramento crítico na forma o inicial de professores de línguas estrangeiras. The Ministry of Education has been investing on measures which attempt at guiding regular school teaching, taking into account academic studies developed in the teaching and learning area as well as the socio-cultural changes generated by globalization and technological advances. In spite of that, it is observed that there is a gap between the conceptions of education and language matters in the National Curricular Parameters (PCN), the Curricular Guidance for Secondary School (OCEM) and other initiatives, such as the National Plan for Didactic Books (PNLD), for example, and its implementation in Primary Education. In the path to be followed towards diminishing this gap, a crucial issue is raised: the theoretical-methodological conceptions which set up the referred initiatives must reverberate meaningfully in initial and continuing education in order for them to do so in the performance of teachers in regular school classrooms too. Therefore, starting from this assumption, this article aims at discussing the dilemmas and the implications of the incorporation of critical literacy practices in the initial education of foreign language teachers.