Services on Demand
- Cited by SciELO
- Access statistics
- Cited by Google
- Similars in SciELO
- Similars in Google
Revista Brasileira de Linguística Aplicada
On-line version ISSN 1984-6398
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.