Autorreflexões de uma professora como agente de letramento em práticas situadas de Curso Técnico Subsequente em Computação Gráfica do Instituto Federal de Pernambuco

Abstract

This research is inserted in the area of Applied Linguistics and it aims to reflect on the situated practices of a teacher-researcher as a literacy agent in a class of a Computer Graphics Technical Course, on a Campus of the Federal Institute of Education, Science and Technology of Pernambuco (IFPE). It also tries to describe and discuss how the teacher builds with students discursive writing and reading practices from a literacy perspective; analyze their classes in their own class from the methodological perspective of action research and problematize evidence of responsiveness in students' writing, based on the guidelines adopted by the teacher. Therefore, the research is based on the reflections proposed by Zeichner (1993), for whom reflection, study and updating contribute greatly to the role played by the teacher in the classroom; in the conception of language, dialogism and responsiveness of the Bakhtin Circle (BAKHTIN/VOLOCHÍNOV, 2002 [1929]; BAKHTIN, 2011 [1952-53]), correlated with the perspectives of literacy (FREIRE, 1967; STREET, 1984, 2011; KLEIMAN, 1990, 1991, 2001, 2006b, 2008a, 2008b; SOARES, 1999, 2002; BARTON, HAMILTON, 2000; SANTOS, 2007, 2015; FIAD, 2011, 2016) and also in the conception of literacy agent elaborated by KLEIMAN (2006a, 2006b). It is also anchored in approaches to New Literacy Studies (NEL), based on contributions from Barton (1994), Street (1984, 2011, 2014); Gee (2008); in the discussion about school literacy and academic literacy (KLEIMAN 1995, 2006A, 2006B, 2008A, 2008B; BUNZEN 2010; TINOCO 2010; VÓVIO AND GRANDE 2010; ZAVALA 2011). The results show how the discursive reading and writing practices proposed by the teacher contributed to her responsive performance on the work performed and expanded her training and acting as a literacy agent. The situated practices of the teacher promoted reflections on the topics discussed with the students, which demonstrated responsiveness in the different literacy events developed during the classes.