Curadoria de lives acadêmicas: potencialidades para a formação de professores na perspectiva dos multiletramentos

Abstract

This study aims to problematize theoretical issues related to the education of Portuguese language teachers from the perspective of multiliteracies. Based on experiences during the pandemic, the textual genre “academic live” emerged, which corresponds to a real-time transmission of audio and video on social media, encompassing specialists in certain areas of knowledge. In this sense, this dissertation elects as its general objective to carry out a digital curation of academic live broadcasts that had the participation of professor and researcher Roxane Rojo, as the instructor. The name of the aforementioned professor was chosen because she is a reference for teacher education from the perspective of multiliteracies. Thus, this work proposes the following specific objectives: a) to compile research carried out on the digital curation procedure and its relevance as a video collection; b) to compile research on the importance of discussions about multiliteracies for teacher education; c) to conduct a digital curation of academic live sessions in which professor and researcher Roxane Rojo acts as a lecturer, to assist in the education of basic education teachers. Thus, this work is methodologically based on two types of research. The first, consisting of bibliographic/webliographic research, aims to socialize research results on digital curation and multiliteracies, with a focus on teacher education. The second type, consisting of digital curation, aims to organize a collection of academic live sessions taught by Roxane Rojo. The aforementioned collection, which is configured as the educational product required by graduate programs, in the professional modality, aims to build a database of research on multiliteracies, enabling possibilities for teacher education in a more systematic way. Based on the research carried out, it was possible to conclude that the digital curation procedure can bring contributions to teacher education, either by facilitating access to academic live sessions (open) or by diversifying education strategies. Furthermore, the results also indicate that discussions on multiliteracies can provide more critical and contextualized teacher education, which can favor the development of teaching practices that are more in line with the demands of the digital society. Finally, this dissertation presents a proposal for curating academic live broadcasts on multiliteracies and teacher education, which, in addition to providing guidance to teachers for access to productions on a topic of exponential relevance to the current educational context, promotes the appreciation of the work of a Brazilian researcher, who is a reference for teacher education.