Literacy(ies): Working Concepts in Teaching

• Autor(a) principal: Corrêa, Manoel Luiz Gonçalves
• 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/1302
• topic: Literacy; Working Concept; Disembodiment; Teaching; Technology; Letramento; Conceito de Trabalho; Descorporificação; Ensino; Tecnologia

Courtine and Vigarello (2009) present the technologically informed ways of categorizing the indictable body from the 19th century onwards. I highlight the outcome of this process when the effect of this categorization leads to the control of the bodies. Contrasting the empty body with the full one, this paper assumes the task of asking about how the body of concepts (the syllabus) is drained out at school and how to avoid it. From a discursive perspective in the Applied Linguistics, the main point is to introduce the working concept (STREET, 2009) to deal with literacy(ies), establishing a dialogue between the learning objects, the teacher and the student, that is, a dialogue between the three main participants of the didactic-pedagogic practice. The novelty in relation to the notion of working concept is its proposition as the optimum environment to establish a new way of knowledge production in which transdisciplinarity (SIGNORINI, 1998) is not so concerned with the disciplines, but with the production of reflection issues in the happening of a relation between disciplines.