Teacher literacy in the initial training of literacy teachers and decolonial crossings

Abstract

The study presents a research on academic literacy (AL) in the development and written production of future literacy teachers (UFPA). The AL we are dealing with concerns the forms of appropriations, participations, writing, and varied readings present in academic writing. The methodology adopted was collaborative, which is established through dialogue, based on considerations from the decolonial perspective. Such directions constitute incisive criticisms of the coloniality of being and the supremacy of science in relation to other forms of knowledge. In addition, they promote the strengthening of dialogue in the context of dialogical, multicultural and awareness-raising popular education, which confronts the imposition of dominant traditional Eurocentric values. To this end, these reflections were based on studies by authors such as BAKHTIN (1950, 2020), SOARES (2006), STREET (2014) AND WALSH (2009), among others. The research data includes articles in the process of being produced for academic events. It was possible to conclude that future literacy teachers faced difficulties in meeting the expectations of the academic writing development process. However, after contacting the researcher, they showed improvements, especially in the rewriting stage, in which they made the necessary adjustments and appropriated the scientific discourse.