Resumen

FISCHER, Adriana. Ser professor na educação básica: letramentos em construção em um curso de letras. Roteiro. UNOESC [online]. 2011, vol.36, n.02, pp.267-292. ISSN 2177-6059.

The aim of this paper is to characterize how does it take place the literate construction of Letras students when they assume the position of teachers for Fundamental Education. To reply to this objective the analysis focuses on the occurrence and the trends of the diverse dialogic shifts of the participants in academic literacy events called as identitarian. In these events students are positioned as teachers in literacy practices, involving reading and writing. For better positioning of these events it should be analysed the purposes for which the students have chosen Letras degree programme. The sociocultural perspective of literacies guides the discussions of data collected by the longitudinal follow up of the subjects of the research in two courses of the first year of Letras. Results show that the choices in the didactic project of the professor, as well as the possibility of the students position themselves as co-responsible in the events focused as teaching apprentice of the language, they are determinant factors in the literate construction of these students in their positioning of teachers of Fundamental Education.

Palabras clave : Letras Degree Programme; Literacies; Identitarian Events; Teachers Education.

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