Developing critical literacy in a PARFOR teaching practicum module

• Autor(a) principal: Tagata, William Mineo
• Data de Publicação: 2016
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Revista Brasileira de Lingüística Aplicada (Online)
• Texto Completo: http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/10166
• topic: critical literacy; distance education; teaching practicum

This paper aims to describe a distance education experience that took place in a teaching practicum module of PARFOR (National Plan for Educating Primary and Secondary School Teachers) at the Federal University of Uberlândia. With the aim of promoting a discussion about race and ethnicity in Brazil, the materials and activities of this module were devised in a critical literacy perspective (Knobel and Lankshear, 2011; Cope and Kalantzis, 2012). The paper begins with a discussion of relevant issues concerning learning and literacy in distance education presently, and then moves on to a brief description of this practicum teaching module. After an analysis of two tasks from this module, we conclude by reflecting on some of the shortcomings regarding the implementation of the course, and suggesting ways in which they could be overcome.