From Review to Podcast: The (Re)contextualization of Literacy Practices in the Context of Remote Teaching

• Autor(a) principal: Costa Filho, Roberto Barbosa
• Data de Publicação: 2021
• Outros Autores: Silva, Elizabeth Maria da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista da ABRALIN (Online)
• Texto Completo: https://revista.abralin.org/index.php/abralin/article/view/1943
• topic: Letramentos acadêmicos; Esfera acadêmica; Ensino remoto; Eventos de letramento; Práticas de letramento; Academic literacy; Academic sphere; Remote teaching; Literacy events; Literacy practice

This paper aims to identify remote literacy events situated in the context of college education and analyses the meaning of these events assigned by professors and students from their own experiences. For this, it focuses on the remote teaching context of a subject from the course Licentiate Degree: Portuguese Language at the main campus of the Federal University of Campina Grande. This study is carried out from narrative research (CLANDININ; CONNELLY, 2011), showing narratives of a professor and a student. From an interpretive paradigm (MOREIRA; CALEFFE, 2008) and a qualitative approach (CHIZZOTTI, 2000), linked to an ethnographic perspective (STREET, 1995; 2012), the analysis of such narratives evidence literacy events organized around production from a written review and its (re)textualization to the production of a podcast. The meanings constructed by the professor and the student demonstrate (re)contextualizations of literacy practices (FISCHER, 2020) imposed by remote learning. These practices express a process of negotiation, articulation with other modes of communication, consideration of the participants' identities, of epistemological relations with the area of knowledge and institutional relations with the demands imposed by the intended training, understanding text production as a social practice that it should provide a “life experience”. Therefore, this paper can contribute to the understanding of what and how is happening in this (new) teaching modality and to the realization of future studies on its retroactive effects on education