LETRAMENTO E CONFIGURAÇÃO CULTURAL: CO-CONSTRUINDO OUTRAS POSSIBILIDADES DE DIZER NA EJA

This study presents the results of an action research whose focus was to identify what significations youths and adults undergoing a schooling process assign to the act of writing – those significations considered under the light of studies on literacy ­–, in order to co-construct ways for the enlargement of those significations. The discussions on this theme are based on Street (1984, 2003), Barton (1994), Barton and Hamilton (2000), Heath (1982), among others. Understanding how different cultural realities deal with everyday writing seems determinant for the comprehension of how literacy practices occur in different ways in the various social spheres, which reverberate in school. This way, it is expected that the school develops a sensitive look to the different realities which constitute the school itself, in order to meet the needs of each social environment. It should be highlighted that the meaning constructions that the subject assigns to texts which circulate in her/his everyday life pass through the interactive contact s/he establishes with the different microspaces constituted by/in culture. Thus, we restate the importance of the teacher’s role in knowing the reality of his/her students before initiating the teaching-learning process of writing and reading. The greater the proximity between the texts and the reality of students, the greater the possibilities for a dialog between the previous knowledge of each subject and the meanings s/he assigns to the writing of texts. This study is based on those conceptions and, in a dialogical fashion, aims to allow for those subjects to have possibilities of participating in new literacy events. Texts which particularize those entities guide the interaction between teachers and students, and of students among themselves, which has been carried out in this action research, whose results point out to some interesting possibilities for the co‑construction of ways to re-signify social uses of writing.

MEMORIES AND TRAJECTORIES: IMPLICATIONS IN THE IDENTITY CONSTRUCTION OF THE PROFESSIONAL LANGUAGE

Teachers, as professionals, carry out an essential role in the process of the social change. For this purpose, the process of teachers’ formation are deserving highlighted in the research field of Applied Linguistics, aiming to enhance the work of language professionals. In this term, the current paper seeks to investigate the previous knowledge of the students of Letters Course at Unioeste, subjects of this study, about teaching career and professor’s identity constitution.  Simultaneously, it is discussed some implications between the educational trajectory and these students’ Professional choice, considering that it is found in the initial stage of this formative process. The adopted methodology consists of a qualitative approach from memorials, seeking to stand out the conceptions and representations of those subjects about constitution of the teacher. Among some characteristics that stand out in the narratives regarding teacher identity, are the complexity of teaching, like the profession, as well as the diverse teaching practices and 'transgressive'.