INITIAL TEACHER EDUCATION AND LITERARY LITERACIES

REPRESENTATIONS OF TEACHING ACT

Authors

  • Nathalia Luísa Giraud Gasparini Instituto Federal do Rio Grande do Sul
  • Anderson Carnin Universidade Estadual de Campinas

Keywords:

initial teacher education, literary literacies, sociodiscursive interactionism, teacher act

Abstract

In this paper, we explore the topic of teacher education focused on teaching literature through a discursive analysis of interactions between two prospective teachers (undergraduate students) in a teaching, research, and extension project. Drawing on Sociodiscursive Interactionism and studies on literary literacies/literature literacy, we interpret the representations of teaching act concerning reading workshops conducted with students in a primary school. The analysis allows us to affirm that the participants are appropriating socially available pre-constructed knowledge and undergoing processes of awareness-raising regarding models of action that prioritize discursive communication and the aesthetic and ethical dimensions of interaction between primary school students and literary texts. We observe that this type of analysis during initial teacher education can help understand how prospective teachers discursively construct their professional knowledge in assigning meaning to teaching literature.

Author Biographies

  • Nathalia Luísa Giraud Gasparini, Instituto Federal do Rio Grande do Sul

    Professora EBTT de Língua Portuguesa, Literatura, Língua Inglesa e Metodologias e Práticas de Ensino de Língua Portuguesa (IFRS). Doutoranda em Linguística Aplicada na Universidade do Vale do Rio dos Sinos (Unisinos). 

  • Anderson Carnin, Universidade Estadual de Campinas

    Professor de Educação Linguística em Língua Materna (DLA/IEL/Unicamp). Mestre e Doutor em Linguística Aplicada pela Universidade do Vale do Rio dos Sinos (Unisinos).

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Published

2023-12-10

Issue

Vol. 23 (2023)

Section

Research Articles