Perceptions as to the relevance of teacher training to make multiliteracies effective

Abstract

This research consists of a theoretical-practical study on the perception that Portuguese language teachers working in Professional and Technological Education (PTE) have when analyzing their continuing training and its influence on the adequate approach to multiliteracies in the classroom. Thus, having in mind the development of practices aimed at continuing teacher training, the multiliteracies emerge as an opportunity to embrace different types of language, so that the individual interprets linguistic situations which deviate from the traditional ones addressed in the school sphere. In this context, the objective of this research was to understand how the teaching training of Portuguese language teachers working at the Federal Institute of Education, Science and Technology of Pará (IFPA) - Abaetetuba campus is articulated in the context of multiliteracies. Based on Freire (1985, 1996), Kleiman (2008, 2014), Rojo (2012, 2013) and Moura (2014), in this study, an exploratory and qualitative investigation was developed through field research based on the ethnographic approach. The investigation was developed at IFPA - Abaetetuba campus. It was restricted to the context of Integrated High School (IHS). Participants were two Portuguese language teachers working at IHS. Field visits were carried out to collect data through the application of questionnaires with open questions and semi-structured interviews. In the end, it was highlighted the relevance of continuing training to implement multiliteracies obtained by the Portuguese language teacher working in PTE by understanding, to what extent, technologies contribute to the approach of multiliteracies which prioritize student learning with a focus on the integration between world of labor and education.