Conceptions of Literacy and Language Teacher Education
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista da ANPOLL (Online) |
Texto Completo: | https://revistadaanpoll.emnuvens.com.br/revista/article/view/1299 |
Resumo: | What relevance or usefulness does the concept of letramento (literacy) have for (language) teacher education? Starting from a definition of wide currency amongst us, I discuss difficulties for the consistent use of the term letramento. Proposing caution when relating it directly with learning, I emphasize the need to reflect about conceptions not only of language but also of action in language use that cohere with the concept. To articulate this with language teacher education, I formulate what I understand to be the purpose of formal language education and the place of metalinguistic reflection in literacy-based language teaching. Alerting to the common misconception that discourse/text genres would thus be seen as objects of teaching in and of themselves, I stress that, with literacy as a reference point, “a functional and structuring approach” (SIMÕES, FILIPOUSKI; MARCHI, 2009) to genres provides adequate pedagogical frameworks for school-based language education. Finally, referring to collective proposals of curricular organization for language education guided by the notion of literacy/letramento, I argue that teacher education initiatives should have as their protagonists those teachers who are themselves authors and teacher educators if we are to foster satisfactory school language education according to the demands and contradictions of our times. |
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Conceptions of Literacy and Language Teacher EducationConceito de Letramento e a Formação de Professores de LínguasActionLanguage EducationLanguage UseLiteracyTeacher EducationAçãoEducação LinguísticaLetramentoLiteraciaFormação de ProfessoresWhat relevance or usefulness does the concept of letramento (literacy) have for (language) teacher education? Starting from a definition of wide currency amongst us, I discuss difficulties for the consistent use of the term letramento. Proposing caution when relating it directly with learning, I emphasize the need to reflect about conceptions not only of language but also of action in language use that cohere with the concept. To articulate this with language teacher education, I formulate what I understand to be the purpose of formal language education and the place of metalinguistic reflection in literacy-based language teaching. Alerting to the common misconception that discourse/text genres would thus be seen as objects of teaching in and of themselves, I stress that, with literacy as a reference point, “a functional and structuring approach” (SIMÕES, FILIPOUSKI; MARCHI, 2009) to genres provides adequate pedagogical frameworks for school-based language education. Finally, referring to collective proposals of curricular organization for language education guided by the notion of literacy/letramento, I argue that teacher education initiatives should have as their protagonists those teachers who are themselves authors and teacher educators if we are to foster satisfactory school language education according to the demands and contradictions of our times.Que relevância ou utilidade tem o conceito de letramento no que tange à formação de educadores (da linguagem)? Partindo de uma definição de letramento de larga circulação entre nós, discuto dificuldades para o emprego consistente do termo. Propondo cautela ao relacionar letramento diretamente com aprendizagem, destaco a necessidade de reflexão sobre as concepções de ação pelo uso da linguagem coerentes com tomar o conceito de letramento como relevante e útil com vistas à educação linguística escolar. Para articular isso com educação linguística e formação de professores, apresento minhas convicções acerca do propósito da educação linguística escolar e do lugar da reflexão metalinguística no ensino de línguas. Alertando para uma compreensão equivocada de que os gêneros textuais[/]discursivos seriam – eles próprios – objetos de ensino, reitero a convicção de que, tendo o letramento como pronto de referência, “uma abordagem funcional e estruturante” (SIMÕES; FILIPOUSKI; MARCHI, 2009, p. 49) dos gêneros permite uma arquitetura didático-pedagógica para a educação linguística escolar. Por fim, referindo propostas coletivas de organização curricular para a educação linguística escolar pautadas pela noção de letramento, argumento que iniciativas de formação devem fomentar o protagonismo de professores-autores-formadores com vistas a uma educação linguística escolar satisfatória frente às demandas e contradições da contemporaneidade.ANPOLL2019-09-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistadaanpoll.emnuvens.com.br/revista/article/view/129910.18309/anp.v1i49.1299Revista da Anpoll; Vol. 1 No. 49 (2019): Letramento e Transdisciplinaridade; 12-25Revista da Anpoll; v. 1 n. 49 (2019): Letramento e Transdisciplinaridade; 12-251982-78301414-7564reponame:Revista da ANPOLL (Online)instname:Associação Nacional de Pós-Graduação e Pesquisa em Letras e Lingüística (ANPOLL)instacron:ANPOLLporhttps://revistadaanpoll.emnuvens.com.br/revista/article/view/1299/1033Copyright (c) 2019 Pedro de Moraes Garcezinfo:eu-repo/semantics/openAccessGarcez, Pedro de Moraes2019-10-09T00:21:54Zoai:ojs.revistadaanpoll.emnuvens.com.br:article/1299Revistahttps://revistadaanpoll.emnuvens.com.br/revista/indexONGhttps://revistadaanpoll.emnuvens.com.br/revista/oairevistadaanpoll@gmail.com1982-78301414-7564opendoar:2023-01-13T09:48:48.532481Revista da ANPOLL (Online) - Associação Nacional de Pós-Graduação e Pesquisa em Letras e Lingüística (ANPOLL)false |
dc.title.none.fl_str_mv |
Conceptions of Literacy and Language Teacher Education Conceito de Letramento e a Formação de Professores de Línguas |
title |
Conceptions of Literacy and Language Teacher Education |
spellingShingle |
Conceptions of Literacy and Language Teacher Education Garcez, Pedro de Moraes Action Language Education Language Use Literacy Teacher Education Ação Educação Linguística Letramento Literacia Formação de Professores |
title_short |
Conceptions of Literacy and Language Teacher Education |
title_full |
Conceptions of Literacy and Language Teacher Education |
title_fullStr |
Conceptions of Literacy and Language Teacher Education |
title_full_unstemmed |
Conceptions of Literacy and Language Teacher Education |
title_sort |
Conceptions of Literacy and Language Teacher Education |
author |
Garcez, Pedro de Moraes |
author_facet |
Garcez, Pedro de Moraes |
author_role |
author |
dc.contributor.author.fl_str_mv |
Garcez, Pedro de Moraes |
dc.subject.por.fl_str_mv |
Action Language Education Language Use Literacy Teacher Education Ação Educação Linguística Letramento Literacia Formação de Professores |
topic |
Action Language Education Language Use Literacy Teacher Education Ação Educação Linguística Letramento Literacia Formação de Professores |
description |
What relevance or usefulness does the concept of letramento (literacy) have for (language) teacher education? Starting from a definition of wide currency amongst us, I discuss difficulties for the consistent use of the term letramento. Proposing caution when relating it directly with learning, I emphasize the need to reflect about conceptions not only of language but also of action in language use that cohere with the concept. To articulate this with language teacher education, I formulate what I understand to be the purpose of formal language education and the place of metalinguistic reflection in literacy-based language teaching. Alerting to the common misconception that discourse/text genres would thus be seen as objects of teaching in and of themselves, I stress that, with literacy as a reference point, “a functional and structuring approach” (SIMÕES, FILIPOUSKI; MARCHI, 2009) to genres provides adequate pedagogical frameworks for school-based language education. Finally, referring to collective proposals of curricular organization for language education guided by the notion of literacy/letramento, I argue that teacher education initiatives should have as their protagonists those teachers who are themselves authors and teacher educators if we are to foster satisfactory school language education according to the demands and contradictions of our times. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-09-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistadaanpoll.emnuvens.com.br/revista/article/view/1299 10.18309/anp.v1i49.1299 |
url |
https://revistadaanpoll.emnuvens.com.br/revista/article/view/1299 |
identifier_str_mv |
10.18309/anp.v1i49.1299 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistadaanpoll.emnuvens.com.br/revista/article/view/1299/1033 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Pedro de Moraes Garcez info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Pedro de Moraes Garcez |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
ANPOLL |
publisher.none.fl_str_mv |
ANPOLL |
dc.source.none.fl_str_mv |
Revista da Anpoll; Vol. 1 No. 49 (2019): Letramento e Transdisciplinaridade; 12-25 Revista da Anpoll; v. 1 n. 49 (2019): Letramento e Transdisciplinaridade; 12-25 1982-7830 1414-7564 reponame:Revista da ANPOLL (Online) instname:Associação Nacional de Pós-Graduação e Pesquisa em Letras e Lingüística (ANPOLL) instacron:ANPOLL |
instname_str |
Associação Nacional de Pós-Graduação e Pesquisa em Letras e Lingüística (ANPOLL) |
instacron_str |
ANPOLL |
institution |
ANPOLL |
reponame_str |
Revista da ANPOLL (Online) |
collection |
Revista da ANPOLL (Online) |
repository.name.fl_str_mv |
Revista da ANPOLL (Online) - Associação Nacional de Pós-Graduação e Pesquisa em Letras e Lingüística (ANPOLL) |
repository.mail.fl_str_mv |
revistadaanpoll@gmail.com |
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