O Ethos dos novos letramentos em narrativas de docentes de um curso de licenciatura em letras

Abstract

In this narrative inquiry (CLANDININ; CONNELY, 2015), an approach from the field of Applied Linguistics, drawn upon narratives constructed with teachers of the Letters Degree at the Universidade Federal do Pampa, about their experiences concerning language, teaching languages, and teacher training and new literacies, I sought to compose meanings by questioning the extent to which teachers' practice is mobilized by a new ethos related to New Literacies. Considering the New Literacy Studies (STREET, 1984; 2014) and the studies of New Literacies (LANKSHEAR; KNOBEL, 2007; 2011; 2012; 2014), I understand, in one of the possible interpretations, that teachers perceive a new ethos, a new logic in the ways of being and doing that are shown in the languages and literacy practices, although they do not always share these practices; and that marks of what represents the New Literacy ethos, associated with the so-called post-industrial cyberspace, do not appear spontaneously and relevantly in the narratives. However, this ethos may mobilize some of its pedagogical practices given the shared conceptions of education and language. I also pointed out some signs of a new ethos configuration, based on contemporary phenomena such as fake news and the centrality of critical literacies as mobilizers of the subjects involved in education and language. Thinking about future possibilities, of other stories and experiences for those involved in Language courses, I understood that we may think about expanding the interaction between all the subjects engaged in educational relationships, based on experience and ecology of knowledge (SOUZA SANTOS, 2013) and on teacher literacy reflections, situated in a sociocultural approach and intrinsically related to the concept of critical literacies.