New times, new perspectives: giving new meaning to reflective writing in initial teacher education in the construction of didactic-digital literacies

Abstract

Our work aims to analyze processes of (trans) formation of future teachers of portuguese language in a course for didactic-digital literacy practices, based on reflective writing in critical reviews. Situated in the interdisciplinary field of Applied Linguistics, we developed a set of literacy events at, for and about the teaching workplace during a didactic multi-course program (PROMULD), which enabled the engagement of future teachers in collaborative didactic projects in real school contexts. The results revealed that the didactic-digital literacy can be constructed from the representations of being and acting teachers, oriented to the ways in which these subjects signify, project and operate reflective writing in the teaching and learning practices of the mother tongue for the didactic multiliteracy. We argue that these practices can collaborate in the responsive and responsible uses of writing in the formative contexts of (future) teachers.

Keywords

• escrita reflexiva
• letramento didático-digital
• formação inicial de professores.