Práticas de multiletramentos na formação inicial de professores de língua inglesa: uma leitura hipertextual

Abstract

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.