Written practices in Biological Science teaching degree program: recontextualized academic literacies

Abstract

This article aims to analyze the students’ interactions in written academic literacies practices, in order to characterize how the transformations of teachers’identities occur. The methodological approach is qualitative, with the analyses of the speech of two PIBID participants, of a Biological Science Teaching Degree Program. The analysis is fulfilled by discourse markings in the subjects’ voice – in diary, interviews and evaluative seminars – as the indicative of the students’ role considering the new literacy practices. The theoretical basis finds contribution in the New Literacy Studies (STREET, 1995), with the approach in academic literacy (LEA; STREET, 1998, 2006; LILLIS, 1999, 2001, 2003; FIAD, 2011; FISCHER, 2007, 2010, 2015), considering value questions, identity and power of the social group. Besides that, the studies are focused in identities formation (BAUMAN, 2005; HALL, 2011, 2012) and in some aspects of bakhtinian theory (BAKHTIN, 2011). The analyses show the interactions ways in Pibid literacy practices, aiming to establish relations with written productions, accomplished by the subjects. The results demonstrate that the interaction in Elementary school’s classroom, allows the professional identity changes on being students to be a teacher.