Narrativas autobiográficas e identidades: histórias de letramento de professoras

Authors

DOI:

https://doi.org/10.22481/folio.v15i2.13813

Keywords:

Teacher literacy, Narratives, Identity, Autobiography

Abstract

People still become language teachers in the performance society (Han, 2017), which has often proven to be hostile to the profession. This research is qualitative and interpretative, and through the analysis of previously recorded and transcribed semi-structured narrative interviews, it aims to understand and describe the motivations and paths that led the research participants to choose a career as a language teacher, seeking to comprehend their literacy trajectories and the autobiographical narratives that emerged in the interviews. The three teachers participated, in 2022, in a training program entitled “Multiliteracies and Digital Technologies in the Classroom.” Regarding the narratives, we rely on the works of Flannery (2015), Labov; Waletzky (1967); regarding teacher development, on Kleiman (2005, 2014), and Kersch (2020); and on works about identity and teacher identity by De Fina (2015) and Klering, Trarbach, and Kersch (2023), respectively. Analyzing the narratives of the three teachers, certain patterns were observed in their stories, namely, the individual-as-example, the relationship with the field of Language Teaching, and the emotional involvement with students. The results reveal the complexity of the educational world and its human nature, which is intrinsically linked to the performance of both sides, educator and learner, contributing to the argument that advocates for a dialogic and humanized education that frees students and teachers from the mechanical roles perpetuated in Western educational culture.

Downloads

Download data is not yet available.

References

BAMBERG, Michel. Identidades: recortes multi e interdisciplinares. Campinas,

SP. Mercado das letras. 2002.

CLARE, A. The power of video. In: Donaghy, K.; Xerri, D. The image in English

language teaching. ELT Council: Malta, 2017, p. 33–42.

DE FINA, A. (2015). Narrative and Identities. In: DE FINA, A.;

GEORGAKOPOULOU, A. The Handbook of Narrative Analysis. Oxford:

Wiley Blackwell, p.361-368.

FLANNERY, Mércia. Uma Introdução à Análise Linguística da Narrativa Oral.

Abordagens e Modelos. Pontes, 2015.

HAN, Byung-Chul. Sociedade da transparência. Petrópolis, RJ: Vozes, 2017

IVANIČ, Roz, Writing and Identity: the discoursal construction of identity in

academic writing. John Benjamins Publishing, 1998

KERSCH, D. F. Por uma formação continuada construída junto com o professor.

In: GUIMARÃES, Ana Maria de Mattos; CARNIN, Anderson (org.).

Formação continuada de professores de língua portuguesa: a

importância do coletivo para a ressignificação do trabalho de ensinar.

Araraquara: Letraria, 2020. Disponível em: https://www.letraria.net/

wp-content/uploads/2020/12/Formacao-continuada-de-professores-delingua-

portuguesa-a-importancia-do-coletivo-para-a-ressignificacaodo-

trabalho-de-ensinar-Letraria.pdf, acesso em 30.08.2023

KERSCH, D. F.; LESLEY, M. Hosting and healing: A framework for critical media

literacy pedagogy. Journal of Media Literacy Education, V. 11, p. 37-

, 2019.

KLEIMAN, A. B. Letramento e suas implicações para o ensino de língua

materna. Signo, Santa Cruz do Sul, v. 32, n. 53, p. 1-25, dez. 2007

___________. Letramento na contemporaneidade. Bakhtiniana, v. 9, n. 2, p. 72–

, 2014.

___________. Preciso ensinar o letramento? Não basta ensinar a ler e a escrever?

Campinas: CEFIEL/UNICAMP, 2005.

KLERING. Emily Haubert. TRARBACH. Mariana Vargas. KERSCH. Dorotea Frank.

Frustrante e animador”: identidade, pensamento computacional e o

professor na formação continuada. Trab. Ling. Aplic., Campinas, n(62.1): 1-15, jan./abr. 2023 Disponível https://doi.org/10.1590/01031813v62120238664283. Acesso em: 19

de set. 2024.

LABOV, W.; WALETZKY, J. Narrative Analysis: Oral Versions of Personal

Experience. The Journal of Narrative and Life History, v. 7, n. 1-4, p. 3-

, 1967 NEW LONDON GROUP. A Pedagogy of Multiliteracies:

Designing Social Futures. Haymarket, N.S.W.Centre for Workplace

Communication and Culture. 1997.

NÓVOA, Antônio. Escolas e professores, proteger, transformar, valorizar.

SEC/IAT, 2022.

SCHIFRIN, Deborah. Narrative as self-portrait: sociolinguistic constructions of

identity. Language in Society Vol. 25, No. 2 , 1996, pp. 167-203

TEMÓTEO. Os letramentos do professor: articulações que se constroem entre a

formação e a ação docente. Tese (Doutorado em Letras) −Unidade

acadêmica de pesquisa e pós-graduação programa de pós-graduação

em linguística aplicada - Instituto de Letras, Universidade do vale do

rio dos sinos (UNISINOS), São Leopoldo , RS, 2019.

WENGER, Etienne. Comunidades de práctica: aprendizaje, significado e

identidad. Barcelona: Paidós, 2001.

Published

2024-12-24

Issue

Section

DOSSIÊ