SciELO - Scientific Electronic Library Online

 
vol.12 issue4Critical literacy practices in foreign language teachers educationPedagogical Project of the Licentiate course in English at UFAL: literacies in question author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Revista Brasileira de Linguística Aplicada

On-line version ISSN 1984-6398

Abstract

REICHMANN, Carla Lynn. Teacher literacy practices in the foreign letters supervised internship. Rev. bras. linguist. apl. [online]. 2012, vol.12, n.4, pp. 933-954.  Epub Aug 14, 2012. ISSN 1984-6398.  http://dx.doi.org/10.1590/S1984-63982012005000005.

In this article I discuss the relevance of teacher literacy practices in the teaching internship. In line with the new literacy studies (BARTON et al., 2000), and considering writing as an identity element in teacher education (KLEIMAN, 2007), I adopt a bakhtinian perspective on genre in order to investigate autobiographical papers triggered by photobiographies produced in a Foreign Letters undergraduate program in Northeast Brazil, in 2011. In this study, I will analyze the voices that echo in two reflective papers, especially character and author voices (BRONCKART, 1999; 2006), so as to attune to the voices and social identities construed in text. In sum, along Kleiman's words (2006; 2011), this study highlights the vital impact of the teacher positioned as a literacy agent, taking into account the heterogeneity of teacher literacy and development trajectories.

Keywords : teacher literacy; professional genre; voice; internship; Letters.

        · abstract in Portuguese     · text in Portuguese     · pdf in Portuguese