Multiletramentos e formação inicial de professores de línguas estrangeiras: reflexões sobre o processo de estágio

Abstract

Issues related to multiliteracies and the need to include them in school practices have proved to be a constitutive part of life in society and the relationships that permeate it. When we think about the increasingly constant presence of multimodal texts in our literacy practices, often enabled by access to Digital Information and Communication Technologies, we also notice changes in the way teachers' lives and work are structured, changes which also affect the teaching-learning process. Given this scenario, the aim of this study is to understand the extent to which the initial training of foreign language teachers can be impacted by a multi-literate world, mediated by multimodal texts, focusing mainly on the curricular internships. For this purpose, the locus of our study is two compulsory subjects for the internship process offered by a Languages department at a Brazilian Federal University. Ten different undergraduate students in Languages, who were studying these subjects and doing their internships at the same time, took part in this research. Within the framework of Applied Linguistics and by means of a qualitative study, we use as theoretical support works on the insertion of teachers in educational spaces from their initial training, on the internship process as a situated space and on multiliteracies. The results point to the importance of thinking about initial training that allows teachers in training to reflect and work critically with multiliteracies in foreign languages, highlighting the constitutive modes of a text and the possibility of building multiple meanings based on its multimodal character.