Teaching identities and processes of pedagogical literacy

Abstract

In this paper I intend to identify meanings assigned by students of Spanish teacher training course at UFRJ to different knowledges, as well as to discuss the relation between processes of pedagogical literacy and constitution of teaching identities in the field of teacher training in foreign languages. This paper is based upon theoretical framework of Discourse Analysis and the New Literacy Studies. The data analyzed consists in discursive sequences corresponding to the didactic pedagogical production developed by four of the participants and to the semi-structured interviews given by them. I seek to understand how the participants’ speech is constituted by theoretical-practical contradictions and by subjective displacement movements. I discuss how the analyzed discursive sequences are constituted by a contradictory and simultaneous movement of search for control of teaching knowledges and of fragmentation of subjectivities. Besides that, I discuss how the subjects involved in this research assume different positions in speech, projecting, therefore, distinct identity representations.