Nosso objetivo é demonstrar os resultados de uma investigação sobre as representações do papel do professor de Língua Portuguesa construídas por acadêmicos concluintes de cursos de Letras. Foram discutidos os possíveis reflexos dessas representações no modo como a língua tem sido ensinada e socialmente representada no país. O recorte teórico da pesquisa sustentou-se numa abordagem sócio-histórica e ideológica da linguagem, conforme asseveram Bakhtin/Volochínov (1995) e Bakhtin (2003). A análise dos dados apoiou-se no paradigma indiciário (GINZBURG, 1998), para realizar o rastreamento e a interpretação dos indícios das representações. Os resultados apontam para dois tipos predominantes de representações do papel do professor - o do professor-repassador de conteúdos e o do professor-repassador de conteúdos com alçamento a professor-investigador.

Our aim is to demonstrate the results of an investigation about the representations of the Portuguese language professor's role which are built by the undergraduate students of a Language Course in their last university year. The possible outcomes of these representations were discussed based on how this language has been taught and socially represented in the country. The theoretical cut of this research was nurtered by a social, historical and ideological approach of language, according to Bakhtin/Volochínov (1995) and Bakhtin (2003). The data analysis was supported by the study of signs (GINZBURG, 1998), to start the tracking and the interpretation of those representations and their clues. The results point to two predominant types of representations of the content-repassing teacher and of the content-repassing teacher with projection to an investigative-teacher.

This article presents the results of a study involving a group of teachers of Portuguese enrolled in a special course for continuing education offered at the campus of Dourados of the Federal University of the State of Mato Grosso do Sul, Brazil (UFMS). The research investigated the relationship between the classroom practices of the teachers and the methodology advocated in the course of Methodology of Text Production, especially in relation to the dialogue between writing / rewriting and the correction of texts. The results identify some of the issues involved in the teaching of text production which are of special concern to these teachers during daily classroom activities. These were reflected in the conflicts revealed by the subjects about classroom teaching when they were challenged not only to act and interact but to reflect on their own history of teaching and learning in relation to text production.