Letramento e direitos humanos: a vinheta narrativa como dispositivo de reflexão na formação de professores

Abstract

The present study is based on the concern to critical-reflective teachers (LIBERALI, 2008; FREIRE, 1996) to work in contemporary Brazilian society. Bearing in mind that we live in a social effervescence (MOITA LOPES, 2006), marked by inequality, segregation, and intolerance among people, teachers are social agents capable of reaching the children, the youth, and the adults in formation and also of transforming their realities (GIROUX, 1997) – presenting them with a social project based on citizenship and social justice (BRASIL, 2006). Such a transformation task requires a critical-reflexive professional practice, which guarantees teachers‟ autonomy in taking their decisions, and also in the humanitarian treatment of the subjects which are under their social responsibility. From this reasoning, I have as the main aim to build an understanding of how the narrative vignette (CREESE, TAKHI & BLACKLEDGE, 2017; ERICKSON, 1986) is established as a catalyst device (SIGNORINI, 2006) of reflective practices in the context of the initial formation of teachers – given that the teaching work involves a range of professional knowledge (TARDIF, 2014), and that this knowledge needs to be reflected in the undergraduate course. To observe how writing at the undergraduate level, which is part of literacy for the workplace (MOTTAROTH, 2016), enhances reflections on the teachers‟ professional knowledge, I use the assumptions of ethnography as a mechanism for generating narrative vignettes (GARCEZ & SCHULZ, 2015). For this, I analyze a series of documents from an educational portfolio (AMBRÓSIO, 2013) produced by students from the undergraduate course of Linguistics at the Federal University of Juiz de Fora. As a methodological resource, I mobilize a theoreticalanalytical tool for discourse studies in a sociolinguistic and pragmatic bias (SILVERSTEIN, 2003; BLOMMAERT, 2005; HANKS, 1999; WORTHAM & REYES, 2015) to analyze how written narratives perform training and knowledge-building actions, teaching positioning and social identities (GEE, 2007; DEPPERMANN, 2015). Based on the proposed discussions, it was possible to consider that the mobilization of the vignette as a teacher training device corroborates the sensitivity of the apprentices, regarding diversity, and human dignity. Such assistance happens when, by narrating, the undergraduate students give signs of naturalization, annoyance, or alignment concerning the scenes of the portrayed social world.