New times, new perspectives: giving new meaning to reflective writing in initial teacher education in the construction of didactic-digital literacies

Authors

DOI:

https://doi.org/10.31513/linguistica.2021.v17n2a42357

Keywords:

Reflective writing, digital didatic literacies, inicial training of teachers.

Abstract

Our work aims to analyze processes of (trans) formation of future teachers of portuguese language in a course for didactic-digital literacy practices, based on reflective writing in critical reviews. Situated in the interdisciplinary field of Applied Linguistics, we developed a set of literacy events at, for and about the teaching workplace during a didactic multi-course program (PROMULD), which enabled the engagement of future teachers in collaborative didactic projects in real school contexts. The results revealed that the didactic-digital literacy can be constructed from the representations of being and acting teachers, oriented to the ways in which these subjects signify, project and operate reflective writing in the teaching and learning practices of the mother tongue for the didactic multiliteracy. We argue that these practices can collaborate in the responsive and responsible uses of writing in the formative contexts of (future) teachers.

Author Biography

Ana Patrícia Sá Martins, Universidade Estadual do Maranhão

Doutora em Linguística Aplicada pela Universidade do Vale do Rio dos Sinos -UNISINOS/RS (2020).Graduada em Letras Licenciatura Plena em Espanhol, pela Universidade Federal do Maranhão (2008) e em História Licenciatura, pela Universidade Estadual do Maranhão (2009). Possui Especialização em Língua Portuguesa, pela UEMA e Mestrado em Educação pela UFMA (2011). Atua como Professora Adjunta no Departamento de Letras da Universidade Estadual do Maranhão. É Professora Permanente no Mestrado em Educação (PPGE/UEMA). É Pesquisadora Associada na Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd) e na Associação Brasileira de Linguística Aplicada (ALAB). Coordena pesquisas na graduação e na pós-graduação, dedicando-se, principalmente, aos temas: Formação inicial e continuada de professores; Multiculturalismo e Decolonialidade na formação docente; e Multiletramentos e Tecnologias digitais no ensino. É líder do grupo de pesquisa Multiletramentos no Ensino de Línguas (MELP), registrado no Diretório do CNPq.
capa v.17 n2

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Published

2021-06-21

Issue

Vol. 17 No. 2 (2021): Linguistics and Education

Section

Articles

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