The present study tries to understand, from the discourse analysis of the alumni, the contribution of the Professional Master in Portuguese - PROFLETRAS of the Universidade Federal do Pará (Brazil) in the teacher training, especially with respect to the promotion of autonomy, qualification of the pedagogic practice and fomentation to innovations. After a systematic review of the literature (SRL), aiming at mapping the current state of the studies about the professional master's degrees directed at teachers of basic education, especially Portuguese Language, a theoretical framework was reached about post-graduation stricto sensu and the initiatives of continuous formation for teachers of native language in Brazil composed by authors like Schäfer and Ostermann (2013), Neres, Nogueira and Brito (2014), Martins and Puggian (2014), Silva and Del Pino (2016), Martins and Ribeiro (2013), Campos and Guerios (2017) and Cunha and Agranionih (2017). For the interpretive categories studied, we adopted Contreras (2002), Franco (2016) and Messina (2001). Godoy (1995) supported the option for the qualitative approach and the theoretical contribution on Discourse Analysis (DA), specifically the notion of interdiscourse, derived from the studies of Fairclough (2016) and Orlandi (2010) and Brandão (2006). After the establishment of the theoretical and methodological basis, interviews were filmed and transcribed from a semi-structured questionnaire with five alumni from PROFLETRAS. Their discourses were analyzed with a focus on three interpretative categories - autonomy, pedagogical practice, innovation - with the objective of evaluating the impact of training on the qualification of their professional practices. The data show that the professional master's degree in Portuguese - UFPA, probably due to some peculiarities (being strictu senso, promoting effective connection between theory and practice, giving voice to teachers, fostering researchers in their work spaces), contributed to an autonomous, reflexive and innovative practice of the five graduates interviewed, even though they are not totally free from certain ideological ties, which include the hierarchization of knowledge and the almost exclusive responsibility of the teacher for achievements and educational failures. Finally, all of them reveal that they perceive themselves as better teachers, more satisfied with themselves, more motivated by the positive response of students to innovations; all indicate that they have adopted the practice of planning activities based on students' needs rather than the preconceived materials imposed on them.
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