Práticas de multiletramentos na formação inicial de professores de língua inglesa: uma leitura hipertextual
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...
| Autor principal: | Silva, Leide Lene Santos |
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| Idioma: | pt_BR |
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2021
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http://hdl.handle.net/11612/2809 |
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ir-11612-28092021-08-17T06:05:11Z Práticas de multiletramentos na formação inicial de professores de língua inglesa: uma leitura hipertextual Silva, Leide Lene Santos Capuchinho, Adriana Carvalho Professor em formação inicial; Multiletramentos. Blogs; English as a foreign language; Pre service teachers; Multiliteracies CNPQ::LINGUISTICA, LETRAS E ARTES 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. Neste trabalho, discutiremos a formação inicial dos professores de Língua Inglesa em diálogo com a pedagogia dos multiletramentos. Nosso objetivo é investigar a influência das legislações curriculares nacionais nas práticas de ensino de Língua Inglesa nos anos finais do ensino fundamental por meio da escrita das postagens sobre o estágio supervisionado produzidos no interior de blogs produzidos nos componentes curriculares de Prática de Ensino e Estágio Supervisionado em Língua Inglesa e Literatura I (observação) e II (Regência com oficinas de Histórias em quadrinhos), da Licenciatura em Língua Inglesa e Respectivas Literaturas, da Fundação Universidade Federal do Tocantins/Câmpus Porto Nacional. Nosso estudo se justifica por meio de três decorrências: as mudanças sociais mediadas pela web que impulsionam as transformações nas práticas de ensino de Língua Inglesa; as prescrições assinaladas pela Base Nacional Comum Curricular e a discussão pessoal sobre o papel do estágio supervisionado na formação inicial dos professores de línguas. No referencial teórico, mobilizamos em torno das práticas dos multiletramentos, um trajeto com os seguintes aportes teóricos: as práticas de letramentos múltiplos no pensamento de Freire e Soares; a teoria dialógica do Círculo de Bakhtin, as postulações sobre a pedagogia dos multiletramentos do Grupo de Nova Londres (GNL, 1996), associadas às reflexões de Kalantzis e Cope (2000; 2012) e demais estudiosos da área no Brasil. Na discussão sobre as pautas sociais nos ambientes educacionais, recorremos a Pierre Bourdieu (2008) e Michael Foucault (2010; 1999; 1995; 1987) e Edgar Morin com seus sistemas abertos (2015). A metodologia se situa no âmbito transdisciplinar da Linguística Aplicada (LA), campo de estudos sobre o uso da linguagem nas diversas esferas de comunicação humana. Assim, as descrições dos atores envolvidos e do contexto focalizado são feitas por meio do diálogo com quatro paradigmas sociais: o cartesiano, o conflito, a complexidade e o pensamento abissal. A investigação é predominantemente qualitativa e de caráter documental. Os dados analisados são os gêneros discursivos produzidos e inseridos nos blogs em forma de postagens pelos professores em formação inicial. As interpretações desses elementos foram feitas através dos sentidos atribuídos às atividades acadêmicas na Prática de Ensino e Estágio Supervisionado em Língua e Literatura I e II (UFT, 2009). Com os resultados de nossas indagações, inferências e interpretações, esperamos avaliar a formação inicial do professor de Língua Inglesa na UFT e propor à Licenciatura a ampliação do uso de mídias digitais e tecnologias como ancores de ensino, aprendizagem, pesquisa e divulgação da ciência. 2021-06-16T19:57:38Z 2021-06-16T19:57:38Z 2019-10-29 SILVA, Leide Lene Santos. Práticas de multiletramentos na formação inicial de professores de língua inglesa: uma leitura hipertextual.2019.153f. Dissertação (Mestrado em Letras) – Universidade Federal do Tocantins, Programa de Pós-Graduação em Letras, Porto Nacional, 2019. http://hdl.handle.net/11612/2809 pt_BR application/pdf |
| institution |
Repositório Institucional - Universidade Federal do Tocantins - UFT |
| collection |
RepositorioUFT |
| language |
pt_BR |
| topic |
Professor em formação inicial; Multiletramentos. Blogs; English as a foreign language; Pre service teachers; Multiliteracies CNPQ::LINGUISTICA, LETRAS E ARTES |
| spellingShingle |
Professor em formação inicial; Multiletramentos. Blogs; English as a foreign language; Pre service teachers; Multiliteracies CNPQ::LINGUISTICA, LETRAS E ARTES Silva, Leide Lene Santos Práticas de multiletramentos na formação inicial de professores de língua inglesa: uma leitura hipertextual |
| topic_facet |
Professor em formação inicial; Multiletramentos. Blogs; English as a foreign language; Pre service teachers; Multiliteracies CNPQ::LINGUISTICA, LETRAS E ARTES |
| description |
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. |
| author_additional |
Capuchinho, Adriana Carvalho |
| author_additionalStr |
Capuchinho, Adriana Carvalho |
| author |
Silva, Leide Lene Santos |
| title |
Práticas de multiletramentos na formação inicial de professores de língua inglesa: uma leitura hipertextual |
| title_short |
Práticas de multiletramentos na formação inicial de professores de língua inglesa: uma leitura hipertextual |
| title_full |
Práticas de multiletramentos na formação inicial de professores de língua inglesa: uma leitura hipertextual |
| title_fullStr |
Práticas de multiletramentos na formação inicial de professores de língua inglesa: uma leitura hipertextual |
| title_full_unstemmed |
Práticas de multiletramentos na formação inicial de professores de língua inglesa: uma leitura hipertextual |
| title_sort |
práticas de multiletramentos na formação inicial de professores de língua inglesa: uma leitura hipertextual |
| publishDate |
2021 |
| url |
http://hdl.handle.net/11612/2809 |
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1787134585691176960 |
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11.755432 |