In this paper, we will discuss the pre service teachers education in English as a foreign
language in dialogue with the pedagogy of the multiliteracies. Our goal is to investigate
the influence of national curriculum laws on English language teaching practices in the
final years of elementary school through the writing of supervised internship posts
produced within the blogs, produced in two subjects: Teaching Practice and Supervised
Internship in English Language and Literature I (observation) and II (Intervention through
workshops in comics writing). The two subjects are mandatory to obtain the
undergraduation teaching degree in English Language and Respective Literatures at the
Federal University of Tocantins in Porto Nacional-Tocantins state. Our study is justified
by three consequences: the web-mediated social changes that drive the changes in English
language teaching practices; the prescriptions given by the National Common Curriculum
Base and the discussion about the role of supervised internship in the initial training of
language teachers. In the theoretical framework, we work around the practices of
multiliteracies, a transdisciplinary movement, and based on the following theoretical
supports: the practices of multiple literacies according to Freire and Soares thinking; the
dialogical theory of the Bakhtin Circle and the postulations by the New London Group
on multiliteracies pedagogy (NLG, 2000) associated with the analysis by Kalantzis and
Cope (2000, 2012) and other Brazilian scholars in the field. In the discussion about the
social guidelines in educational environments we resort to Pierre Bourdieu (The Economy
of Symbolic Exchanges) and Michel Foucault (The Order of Discourse, Watch and
Punish and Biopower). The main objects of investigation, i.e the supervised internship
blogs, are understood in this paper as hollow architectural forms (ROJO and MELO,
2017), similar to Edgar Morin's open complex systems (2015). The methodology is in the
transdisciplinary field of Applied Linguistics (LA), which studies the use of language in
the various spheres of human communication. Thus, the descriptions of the participánts
involved in the research and the focused context are made through dialogue with four
social paradigms: the Cartesian, the conflict, the complexity and the abyssal thinking. The
research is predominantly qualitative and documentary. The analyzed data are the
discursive genres produced and inserted in blogs in the form of posts by the teachers in
initial eaducation. Interpretations of those elements were made through the meanings
attributed to the academic activities in the disciplines of Teaching Practice and Supervised
Internship in Language and Literature I and II (UFT, 2009). We hope that the results of
our inquiries, inferences and interpretations allow us to evaluate the initial education of
the English language teacher at UFT and to propose to the EFL Undergraduate Teaching
course to work the expansion of the use of digital media and technologies as resources
for teaching, learning, research and dissemination of science.
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