Multiletramentos na formação de professoras/es de línguas

Abstract

The relationship between teachers and the modern technological world encompasses both the mastery of techniques for the use of their resources and the development of different language skills. These skills advocate diverse modalities and can coexist in different cultural contexts. When reporting such skills to the language teacher, it becomes fundamental to argue about their initial and ongoing training process, in which concerns the teaching mediated by Digital Technologies of Information and Communication (TDIC) and, consequently, the practices of multiletramentos. The present dissertation is characterized as a case study, with a qualitative approach, carried out during the XIV Meeting of Foreign Language Teachers (ENFOPLE), promoted by UEG - Câmpus Inhumas, from August 23 to 25, 2018 and had as its theme “Dialogues between university and school in the (trans) formation of language teachers”. Participants were teachers in initial training who hold a Bachelor's degree in Letters in the UEG and other HEIs, language teachers in continuing formation of the state education network, and UEG teacher trainers. Therefore, this research proposes as a general objective to understand the relevance of multilearning practices in the initial and continuing training of English - speaking teachers. In order to achieve this primary objective, two other objectives were designed to analyze the conceptions and experiences of English-speaking teachers with multiliteracies practices in their initial and / or continuing education process; to promote, through the mural online Immersion 2018, created in Padlet, the experience of experiences with the TDIC, as well as the critical reflection on the practice of the English teacher for multiletramentos. In relation to Padlet, it is worth highlighting it as an application that allows the construction of online murals in an interactive and collaborative way, used to enable experiences with multilevel practices through the TDIC. In this sense, the empirical material collected in this research corresponds to the participants' use of resources available in Padlet. The theoretical framework proposed here is related to the cultural studies and the training of the language teacher for the TDIC and the multiletramentos, especially the works of Garcia Canclini (1997), Morin, Motta and Ciurana (2003), Santaella (2004) , Kalantzis and Cope (2012), Red (2012), Kleiman (2014), Cani e Coscarelli (2016), Lima (2016), Hall (2006), Jordan (2007), Monte Mór , Chauí (2008), among other authors. It is hoped that this research will collaborate with the studies about the training of language teachers and their involvement in multiliteracies practices.