Narratives of teacher educators: pedagogical practices in teaching with orality and writing from the perspective of multiliteracies

Abstract

This study is linked to the project “Teachers' memories: dialogues on Literacy and the teaching of the Portuguese Language - stage II” aiming at a reflection on the teaching of the Portuguese language in public schools. Analyzes the teaching of orality and writing as a teaching practice from the perspective of multiliteracy. It aims to understand the pedagogical practices of teachers undergoing training in Letters, through the analysis of fragments of oral and written narratives of these teachers. Bardin's (2013) content analysis methodology was used for data analysis with a focus on the relationship between teaching and pedagogical practice, teaching practice of oral and written texts, orality and writing. We used the theorists Bakhtin/Volochinov (1997; 2014), Tfouni (2010), Josso (2010), Marcuschi, (2001), among others. As a result, it was found that teachers dominate observations of orality and writing with multimodal genres in the construction of meaning, relating them to the social uses of language and articulation between experiences lived in the classroom.