LITERACY PRACTICES OF PORTUGUESE TEACHERS IN INITIAL FORMATION: BETWEEN SCHOOL AND UNIVERSITY

Abstract

Assuming the literacy studies perspective, the present work investigates how Portuguese teachers (res)signify their textual production literacy practices in the academic context. Therefore, we will start from the concept of literacy events, understood as observable episodes that emerge from practice; and from the concept of literacy practices, understood as the general ways of using writing in events. The analyses universe covers a group of Portuguese teachers in initial formation, enrolled in the Textual Production subject, offered in the second semester of a degree course at a federal university in the interior of the state of Rio Grande do Sul. The data were generated from a semi-structure questionnaire, answered by 31 participants, whose questions showed the teaching and learning process of textual production at school and university. For data analysis, the following procedures were used: i) identification of resources rich in meaning and elaboration of semantic categories of analysis, ii) comparison between the literate practices experienced at university and school and iii) verification of the proximity/distancing between the described practices. The results show that the teachers in formation understand the literacy process as individual, focusing in structural and normative aspects.