SENSE CURATION IN DIGITAL MULTILITERACIES IN ENGLISH LANGUAGE AND LITERATURE TEACHING COURSE AT THE FEDERAL UNIVERSITY OF ACRE

ABSTRACT

Contemporary discursive practices are constituted by increasingly inter/multi/transcultural and multisemiotic dialogic relations due to the processes of globalization and, above all, by the advances in digital Information and Communication Technologies. In this context, other (multi) literacies emerge. On the other hand, there are still several gaps that preclude spaces for (multi)literacies in formal education in Brazil, including teacher education. In this sense, the aim of this research is to evaluate to what extent the “Curriculum” [Projeto Político Curricular - PPC] of the undergraduate course in English Language and Literature Teaching [Letras Inglês] at the Federal University of Acre [Universidade Federal do Acre - UFAC], campus Floresta, allows (or not) the development of sense “curation” in digital multiliteracies, in the critical, ethical, and aesthetic ways of English Language Teaching (ELT) practice. In order to do so, from the perspective of in/transdisciplinary Applied Linguistics (MOITA LOPES, 2006; ROJO, 2006), we evaluated seven excerpts of the PPC in focus, related to Digital Technologies. Through qualitative analysis, we found that the sense “curation” in digital multiliteracies is present in the teacher education policies of the mentioned course; however, summaries of disciplines related to speech genres from academic and artistic-literary fields are incipient to the demands of emerging discursive practices.

Keywords:
multiliteracies; digital technologies; teacher education; English Language and Literature Teaching Course