“Muito bom esses espaços-tempo para a gente pensar, discutir e refletir”: uma experiência de formação docente para os multiletramentos

Abstract

As part of the Postgraduate Program in Linguistics from the University of Juiz de Fora (UFJF), The present research intends to analyze the formative potential of literacy events in a course for in-service teachers and teachers in training in the remote modality, based on the principles of multiliteracies in the Common National Curriculum Base. In this perspective, we developed the extension course "Multiliteracies and Digital Technologies in Pedagogical Practice" for teachers in training in the last semester of the UFJF Languages course, as well as teachers in practice and other interested people. The purpose was to offer this public an opportunity to broaden their knowledge related to multiliteracies, cultural diversity, the linguistic and digital diversity through theoretical texts, making connections with real teaching practices and experience. Based on the Applied Linguistics line (MOITA LOPES, 2006; KUMARAVADIVELU, 2006; FABRÍCIO, 2006), the research was conducted following the qualitative interpretative base (DENZIN; LINCOLN, 2000; CHIZZOTI, 2001), inspired by the multireferentiality perspective (ARDOINO, 1998; SANTOS, 2005, 2019) because it aims to understand the meanings constructed by the participants throughout the remote course. the analytical data of this work were generated based on the production of collaborative murals created in group discussions and the point of view of three participants about possible teaching paths related to multiliteracy practices. The data analysis was made from indexical clues (GUIMARÃES; MOITA LOPES, 2016, 2017; SILVERSTEIN, 2003) to investigate if the participants assimilate, (re)frame (or not) the collective constructions from the synchronous meetings in their asynchronous activities, both made in module I. The research results show that the collective considerations were assimilated or even reflected in a particular way, they had enormous educational potential, since the tools used, the access to information, the connections awakened in the digital environment, and the way the course was conducted, generated epistemological and practical changes that, in a way, transformed the relationships of the participants and the construction of knowledge, even being a bridge for the path of (future)