A travessia do ser aluno para o ser professor : práticas de letramento pedagógico no Pibid

Abstract

ABSTRACT: This thesis presents the doctoral research developed with the aim to analyze how university students are inserted in literacy practices, in order to characterize how the (trans)formation of students into teachers happens. The problem that originates this research refers to the ways to use discourse genres in the literacy practices which occur in the functioning of the Institutional Scholarship Program for Teacher Initiation (Pibid), including the relationship the subjects have with themselves, with the texts and with the others. The methodological approach is qualitative and ethnographic, with the analyses of two subjects’ speech who were participants of Pibid, of the Biological Science Teaching Degree Program of Instituto Federal Farroupilha, Campus São Vicente do Sul, in the central region of RS. The analyses is done by the discourse marks in the voice of the subjects – in diaries, interviews, memory texts and evaluating seminars as an indicative of the students’ roles in New Literacy Practices, during their participation in three years and a half in the program (March/2010 to August/2013). To proceed with the analyses of the interaction modes, the evaluation and confirmation dialog movements are approached (FISCHER, 2007), in the context of literacy practices of Pibid. The theoretical basis finds support in the New Studies of Literacy (STREET, 1995, 2006, 2014) in a sociocultural conception and the recognition of multiple literacies, according to the power relations of each situated context, because the acting modes are revealed by Discourses, (GEE, 2001), which are the ways of being in the world, social and historic product, constituting the language. This approach brings more specific studies of Academic Literacy (LEA, STREET, 1998, 2006; LILLIS, 1999, 2001, 2003, 2008; FIAD, 2006, 2009, 2011; FISCHER, 2007, 2011, 2014 in the press), related to the academic practices in the university environment, considering valuable questions, identity and power of the social group. One features the studies related to the identity construction (BAUMAN, 2001, 2005, 2010; HALL, 2011, 2012), which are the basis of the analysis of teachers’ identity construction and studies about bakhtinian theory (BAKHTIN, 2011), regarding to dialogism, initiation and discourse genres. The analysis begin with the interaction modes in the literacy practices of PIBID, trying to establish relations with the reading of writing and oral productions developed by subjects; subsequent to it, they discuss the conflicts that appear as a way of learning and an opportunity of (trans)formation of subjects; and at the end, it shows the passage of the developing teacher, in a continuous process of identity construction, in which the Science and Biology teacher is seen as an agent of literacy. The students’ dialogical movements, in the interaction with others and with scientific and pedagogical knowledge, give indicium of a meaningful trajectory in which there is an initial reproduction of institutionalized Discourse, as well as a more critical use of this knowledge, especially when the focus is the methodological conduction of teaching actions. The results show that the interaction in the classroom of the Basic Education allows the professional identity constitution in the crossing of being a student into being a teacher.