CONTEXTO DE ENSINO BILÍNGUE: FORMAÇÃO DE PROFESSORES

INTRODUCTION: This project represents the preparation of a report with the theme “Bilingual Teaching Context: Teacher Training”. AIMS: This research aimed to collect data from a questionnaire for professionals who participated in the Plurilingualism and Global Education Extension Course offered by the Pontifical Catholic University of Paraná (PUCPR) consisting of 27 questions. In this, the first languages of the speakers, the languages of instruction used in schools and the training of the teachers involved in the process were considered. MATERIALS AND METHODS: To achieve this objective and carry out analysis, a bibliographic review of relevant texts was carried out. The selected works were Fernandes (2021), Megale (2019), Micheli (2022), Micheli and Fernandes (2021), Garcia (2014) and Hamers and Blanc (2000). Afterwards, the profile of the participants was surveyed, and it was noted that the vast majority of interviewees were women between 36 and 45 years of age. RESULTS: In the data analysis, the relationship between bilingual contexts and languages not considered prestigious was noticed. It was understood that the reality of bilingual education is focused on the English language, instead of other languages, such as LIBRAS and indigenous languages. FINAL CONSIDERATIONS: It is believed that this research made it possible to increase and better understand the training of teachers inserted in the bilingual context and opens doors for increased research in the country to understand the reality of bilingual education in Brazil.

KEYWORDS: Bilingualism; Bilingual education; Teacher training; Prestigious language; Bilingual context mapping.