SCIENTIFIC EDUCATION THROUGH RESEARCH INITIATION IN LANGUAGE TEACHER TRAINING

Abstract

This article reports a qualitative study in the field of Applied Linguistics (AL). It discusses the importance of science education for an initial training of language teachers that is sustainable and constitutes a form of resistance to inequalities and exclusions validated by established power relations. It assumes a transgressive perspective of scientific education, electing the language sciences as a legitimate field of scientific practices and seeking to break with the hierarchical relationship between teaching and research. A documental analysis supported by the Actor-Network Theory was its methodological support, focusing on scientific initiation reports produced by academics from the Bachelor of Languages at the Universidade Federal do Tocantins (UFT), in the context of the Institutional Program for Scientific Initiation (PIBIC). The objective was to examine the scientific training of the program's research fellows, with possible consequences for their professional performance. The analyzes signaled the possibility of training students-teachers-researchers to be more reflective, critical and producers of knowledge and expertise; in addition, that they can move between the pedagogical and scientific spaces, meeting socio-scientific demands. The study's theoretical support was investigations on language and teacher training based on AL and authors from scientific education and social sciences.