Manifestações da pedagogia dos multiletramentos em protótipos de ensino de professores de inglês em (trans)formação inicial: (re)desenhos críticos de materiais didáticos.

Abstract

Critically (re)designing Teaching Materials (TMs) for English language teaching has become a practice that enables the mobilization of linguistic, pedagogical and methodological knowledge in favor of contextualized, meaningful and interactive teaching practices. Moreover, when we critically analyze our interactions, we notice a constant dialogue between Digital Technologies, Critical Pedagogies and the knowledge processes that underlie teaching and learning environments. In light of such considerations, this research, which is based on the theoretical-methodological assumptions of Critical Applied Linguistics (CAL), aims at investigating how aspects of Multiliteracies Pedagogy are demonstrated in Teaching Prototypes developed by English teachers in initial (trans)training at the LIFET-UEPB course. Regarding methodology, we grounded ourselves on a multidisciplinary/exploratory study (Deslauriers; Kérisit, 2010; Sakamoto; Silveira (2014), with a qualitative-interpretative approach (Gerhardt; Silveira, 2009; Gil, 2002; Erickson, 1986), of an applied nature, whose procedures are Action Research (Thiollent, 1985). We have established theoretical dialogues about Critical Applied Linguistics (Signorini; Cavalcanti, 1998; Moita Lopes, 1998; Celani, 1998; Kleiman, 1998; Pennycook, 2006); Initial Teacher (Trans)Formation (Oliveira; Foerste, 2023; Freire; Leffa, 2013; Paiva, 1997; Kleiman, 2001; Freire, 1991); Pedagogy of [Critical] (Multi)Literacies (Soares, 2010; Street, 1984, 1995; Coscarelli; Kersch, 2016; Cope; Kalantzis, 2016; Cope; Kalantzis; Pinheiro, 2020; Cazden; et. al, 1996, 2021; Janks, 2016); and Production of Teaching Materials (Leffa; Costa; Beviláqua, 2019; Rojo, 2013; Leffa; Irala, 2014; Silva; Souza, 2024; Albertin; Larré, 2020). As research corpora, we have obtained 8 Teaching Prototypes and their respective self-reflections (reasonings); only two prototypes and two self-reflections, however, were analyzed. As a result, it was found that the English teachers in initial (trans)training prepared DMs with manifestations of the knowledge sub-processes of Multilingualism Pedagogy, based on the aspects of Access, Power, and Diversity present in the Critical Literacy Model. In this way, linguistic, pedagogical and methodological knowledge was mobilized in favour of teaching practices that were contextualized with the students' realities. Furthermore, after our critical-reflective analyzes, we noticed that the DM designers enabled learning ecosystems that facilitated access to marginalized issues and power relations, so that students could open up to the diversity and wide range of individuals' social, linguistic, identity and cultural differences.