Methodological aspects in practices guided by the literacies perspective in English language teaching internship

• Autor(a) principal: Barros, Walter Vieira
• Data de Publicação: 2018
• Outros Autores: Costa, Marco Antônio Margarido
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Domínios de Lingu@gem
• Texto Completo: https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/38628
• topic: Ensino de Língua Inglesa; Estágio no Ensino Médio; Letramentos; Movimentos do Conhecimento; English language teaching; Internship at Secondary School; Literacies; Knowledge Movements

This paper presents part of the results from a research (PIBIC/CNPq-UFCG 2016-2017), which investigated methodological aspects employed in the pedagogical practices guided by the literacies perspective produced by teacher trainees enrolled in Estágio de Língua Inglesa: 1º e 2º anos do ensino médio, in a preservice English teacher education program, from Federal University of Campina Grande (UFCG). This research was based on Kalantzis and Cope’s (2005) and Cope and Kalantzis’ (2009) studies concerning the knowledge movements by which, according to the authors, knowledge is constructed. Out of sixteen class plans produced by nine teacher trainees, five class plans are discussed in this paper, aiming at identifying the types of proposals employed in each class plan, its goals and its methodological procedures. In the analysis, it was noticed that certain knowledge movements sequences fit better with the theoretical perspective that guided the teacher trainees’ practices, highlighting, therefore, the importance of knowing such methodology in order to expand repertoires and to optimize proposals.