Identidades docentes e (multi)letramentos: uma análise interpretativistados discursos e das práticas

Abstract

This research aims to investigate how the teaching identities of Portuguese language teachers in a public school in the city of Campo Alegre – municipality of Alagoas, are discursively configured and how these configurations reverberate in their practices of (multi)literacies developed in the classroom. To this end, we used as theoretical assumptions the Critical Discourse Analysis (CDA) Faircloughiana, which understands the identities as a social construction, conditioned by the relations of power and hegemony; the ways to comprehend these identities proposed by Castells (2018) and, in terms of multiliteracies, we took as a basis the discussions from Rojo (2012), for which contribute to the transgression and the subversion from the relations of power which are generally established through the hegemonic society, to enable a critical position from the learners and aiming the construction of a transforming pratic. With the interpretative and qualitative approach from a social-historical order (Freitas, 2003), in the area of the Indiscipline Critic Applied Linguistics (Moita Lopes, 2006) and Implicated (Souto Maior, 2022), with an ethnographic-discoursive focus (Magalhães, 2000), we pursue, through the questionnaire application, semi-structured and observations in the classrooms, to identify how the teaching staff is discoursively represented at the official documents from the Basic Education (BNCC Portuguese Language and BNCC - Formation); to identify how these identities are being discoursively configurated through the Portuguese Language teaching staff at the rural area in the State and investigate how the configurated identities reverberate in the practical of the (multi)literacy from the teaching staff collaborators (Overall, seven active Regular High School and in the Young and Adult Education - EJA teachers). In the research conclusion, we evinced that the CDA, as a methodological-theoretical field, enables us to comprehend the different identity configurations at the teaching staff and the mobilized semantic fields, consequently unveiling the relations of power and the ideologic discourses that aim to control and maintain the status quo. On the other hand, from a transformational perspective, it exhibits the effect on the discourse in the social practices and proposes a discoursive change that implies invariably a social change.