Processos de (trans) formação de futuros professores e a construção de letramentos didático- digitais

Abstract

Disregarding the influence that digital technologies have been having on social practices of reading and writing is also disregarding the possibility of them (digital tecnologies) being thought of as an essential vector in the promotion of knowledge and critical literacy. In this sense, considering that the discourses in academic sphere carry value and the reflexive writing is a space of manifestation of discursive practices, we aim to share a pedagogical experience developed with students of the Language and Literature course of a state public university in the city of Balsas – MA (Maranhão – Brazil). This paper aims to analyze processes of (trans)formation of future mother language teachers in the course of Language and Literature for didactical digital literacy practices, from the mechanisms of enunciative accountability in reflective writing about and for the teaching workplace. From an action-research, interventionist approach, we investigated writing in and for the workplace in three textual genres: autobiographical reports, digital didactical projects and critical reviews. Situated in the interdisciplinary field of Applied Linguistics and grounded in the dialogical conception of language, from the perspective of enunciative accountability (BRONCKART, 1999, 2006), in the literacy studies (STREET, 2012; BARTON & HAMILTON, 2000; KLEIMAN, 1995, 2014), and in research on the use of reflective writing in the process of teacher identity (re)construction (REICHMANN; BURTON, 2009; REICHMANN, 2015), we undertook a didactic multi-course program (PROMULD) that would enable future teachers to engage in collaborative didactic projects developed in real school contexts. The results revealed that future teacher's digital didactic literacy can be developed from the representations of teachers being and acting, oriented to ways in which these subjects signify, project and operate reflective writing in the teaching and learning practices of mother tongue to the didactic multiliteracy. We argue that these practices can guide teachers in initial training to understand that the teacher's work is in a multiple network of existing social relations in a situated socio-historical context which allows to grasp traces of their professional identity. In addition, the results may contribute to teacher trainers (re)think their performance in initial and continuing teacher education and to (re)planning of public policies aimed at the teacher.