Narrativas multimodais e formação de professores

Abstract

Recently, much research on language teaching and teacher education has used narratives as a way to better understand the lived experiences of students and teachers (CAETANO, MATTOS, 2017). This type of research, especially in the area of English teaching, stems from the work of Clandinin and Connely (2000), who argue that we are by nature “narrative” beings, both individually and collectively. Besides that, recent research in the area of new literacies suggests that multimodality is everywhere and invades our lives and experiences in the most diverse ways possible (MATTOS, 2015). This paper, therefore, proposes the use of multimodal narratives to get to know the experiences lived by pre-service English teachers. During a pre-service teacher education course, students were encouraged to reflect on their stories and previous experiences of teaching and learning English through a drawing that related such experiences to the metaphor of a river. In addition, the same students also did, at the end of the course, a reflective activity as a written narrative about their learning during the course. Thus, this paper aims to discuss the experiences of this group of pre-service teachers based on the reports in their multimodal and written narratives.