A CURRICULUM FOR LANGUAGE TEACHER EDUCATION: BETWEEN PRESCRIPTION AND FULFILLMENT br

This article analyzes how teaching knowledge is developed in initial language teacher education, in order to train conscientious teachers for a linguistic education project. We took as a documental record the Pedagogical Project of an undergraduate language teacher training and we conducted an interview with students from the last year of the course. As a theoretical contribution, we used the concept of ideologeme (DEL VALLE, 2010) and analyzed the data through Wodaks (2009) Criticai Discourse Analysis and the power relations established in an initial teachers' training (FOUCAULT, 2008, 2014). Results show that divergences between what is prescribed in the document that guides the language teacher training and what is carried out by the professora can negatively interfere in the development of the critical-reflexivepotential of the teachers-to-be, with regard to the appropriation of the discipiinary (linguistic) knowledge of the profession.