Histórico de multiletramento de docentes em início de carreira.

Abstract

This work is linked to a research of scientific initiation that aims to describe and interpret the history of multiliteracy of teachers newly graduating of Languages course. The work is based on the concept of Multiliteracy (Rocha and Lino de Araújo, 2008, Dionísio 2006) and references about literacy, discussed in the context of Applied Linguistics studies. This is a type of qualitative research that aims to describe and interpret the history of literacy for teachers in early-stage, to indicate the literacies practices that they mobilize and how they say that they learned. Accordingly, we investigate which moments the subjects says that they mobilize literacies practices in their daily and relate these practices to literacy’s agencies in which live. The interrelationship between practices from several agencies of literacy seems to indicate the real condition genius, which is the subject that mobilize, so aware, various practices and uses of writing in specific situations. The subjects, teachers newly graduating of languages course, seem to have several types of literacy, especially the school / professional, the religious and the digital. Thus, from the analyzed data, we can show that they