This thesis is placed in the interdisciplinary field of Applied Linguistics and has main
goal to investigate constitutive elements of the process of scientific education in the
Professional Master of Letters (ProfLetras), stricto sensu Postgraduate Program,
offered on the national network, aimed at the professional training of Portuguese
language teachers working in elementary school. This study started from the analysis
of 07 Master ́s Dissertations (MD), produced in the period 2015-2017, which brought
about problems with verb tense (VT) as an object of investigation and teaching in
Mother Tongue classes. It is configured, therefore, as a bibliographical and
documental research, in which I analyze elements taken as indicators of the scientific
education process, an approach that presents itself as a re-reading of the proposal
made in the field of Science Teaching (CHASSOT, 2014; HOLBROOK;
RANNIKMAE, 2007; SANTOS, 2007; SASSERON; CARVALHO, 2008) to meet
research practices in applied linguistic studies, the teaching and training of teachers
of their mother tongue (SILVA, 2020a). As a result, bringing concepts such as
science and scientific literacy, knowledge related to investigative practice (SILVA;
FERREIRA, 2020; SILVA; AIRES, 2020b; SILVA, 2019a; 2019b; 2020a ; 2020b),
which are the foundations that support scientific education. Observing, therefore,
choices made (un)consciously (both relation to the investigative route as to the
lexicon and grammar in the discursive construction of the DMs), contributing to the
(in)visibility of basic education teachers, so called research professors, who are
inserted in asymmetrical relationships between university and school. Understanding
the MDs as complex objects, formed by the interaction of different actors. Thus,
naming them network-actors, as they behave both as actors and as networks in an
association. The assumed notion of “Network” is the product of interactions between
human and non-human actors (actants). These concepts come from the contributions
of the theoretical-methodological approach of the Actor Network Theory (ANT) a
proposal that assumes a Post-Humanist bias (PENYCOOK, 2018), opposing the
traditional discourse of dichotomization involving nature and society (LAW, 1992;
LATOUR, 2012; LEMOS, 2012; CERRETTO; 2013; 2016; 2017; BUZATO, 2012).
Discussing also the proposal of official curriculum documents for language teaching,
considering disputed paradigms. For data analysis and interpretation, a qualitative-
interpretative approach is taken (FLIK, 2019a; 2019b). The results of this
investigation showed routes more committed to theoretical legitimation, focusing
more on the diagnostic route than on the intervention itself, or yet, restricting itself to
the referral of the planned intervention without application in the classroom, which
points to the strong influence of the consolidated model of postgraduate research.
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