PRACT: Um framework para a formação inicial e continuada de professores de línguas

Abstract

This paper discusses language teacher education in Brazil, highlighting the urgent need to prepare educators to face contemporary challenges, such as the shortage of teachers in basic education. Its objective is to present the PRACT framework, structured around five pillars: research, reflection, teacher and student agency and protagonism, collaboration, and transformation and criticality. These pillars guide both initial and continuing language teacher education. The theoretical foundation draws on sociocultural perspectives from Literacy Studies, which view literacy as a situated and dynamic social practice, incorporating multiliteracies and digital technologies. Each axis of the framework is illustrated with studies from a research group that uses PRACT in real contexts, followed by practical suggestions of how language teacher educators can use the framework to design training programs that foster critical and autonomous professionals. It is concluded that the PRACT framework is a flexible and adaptable model, capable of promoting critical, inclusive, and transformative teacher education, essential for addressing the social, cultural, and technological demands of contemporary language education in Brazil.