Reflecting on Literacy and Responsiveness in Teacher Education

Abstract

The purpose of this paper is to problematize the initial education of teachers at Undergraduate Language Courses. Teachers are considered responsive subjects in the context of research, from the literacy perspective. The study is based on the analysis of the guidelines used by an undergraduate student in writing and reading activities, applied to elementary school students. The concepts of dialogicity and active responsive understanding, along with the concepts of literacy were adopted. We understand that education programs for Portuguese Language teachers, by involving students in research that fosters reflections on teaching practice, allow them to promote tasks focused on writing and reading in connection with social practices. From the analyzed data we have observed that, when the teachers take the position of literacy agents, they are qualified to actively respond to the determinations of contemporary times.