Multiletramentos no PIBID de Letras da Universidade Federal do Tocantins: caminhando para práticas sociais inovadoras
DOI:
https://doi.org/10.17648/diversitas-journal-v5i4-1517Abstract
ABSTRACT: Pibid 2018-2020 provided students in the early periods of undergraduate teaching courses to start a connection with public schools. Our Pibid on Undergraduate Language Teaching course at the Federal University of Tocantins, in Porto Nacional promoted the contact of undergraduates with the ruling documents of Brazil’s basic national education, mainly in the languages area, more specifically in Portuguese and English [LDBN (BRAZIL, 2017), PCNs (BRAZIL, 1998), BNCC (BRAZIL, 2017)]. They also studied and worked with discursive genres applying didactic sequences (DOLZ; NOVERRAZ; SCHNEUWLY, 2004) in a multiliteracies approach as prescribed by BNCC (BRAZIL, 2017). Working on multimodal reading and writing practices along with digital technologies is essential in shaping critical citizens prepared to continually learn and deal with transformations in learning and in their relationship with the world. Our project has sought to develop DSs in cycles of four two-and-a-half-hour workshops in three elementary schools in the municipality. Groups of three to five undergraduates performed collaborative and transdisciplinary work assisting up to ten students in the appropriation of reading and writing various genres: musical and visual parodies, memes, cartoons, lyrics, social critical poems, news blogs, graphic and digital comics, as well as canonical discursive genres, such as literary memories and chronicles. We have noticed some resistance from a few of the program participants, both from supervisors, who were experienced teachers, as well as from Pibidians, who were students at the beginning of college, in using digital reading and writing production resources implanted in Pibid. On the other hand, the more multimodal and critical the activities were the higher the receptivity in schools our students met. The whole group involved could observe the social impact of their teaching and learning work as well as their improvement as teachers to be, despite their individual difficulties or the lack of resources at schools (fans, air conditioning, snacks, computers, wifi connection and other materials).
KEYWORDS: Teacher education, Language learning and teaching, Didatic sequences.
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Copyright (c) 2020 Adriana Carvalho Capuchinho, Rafael Lisboa da Silva
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