Abstract
This study sought to comprehend how three undergraduates of a Portuguese/English Languages and Literatures course for teaching perceived the literacy practices in English in the university context. For that, the qualitative methodology was adopted, with four instruments: semi-open questionnaire; narrative interview; internship reports; and, the production of memoir texts. For the analysis, the data were divided into three axes: literacy practices in English before and during the undergraduation course; and, literacy practices for teacher education. Thus, the analyses reveal that the construction of discourses about the English language interferes in the development of the subjects’ identities, indicating that the school context substantiated the formal, informal, and leisure activities with English, marking the pedagogization of literacies.
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