Práticas de letramento docente no estágio supervisionado de letras estrangeiras

in this article i discuss the relevance of teacher literacy practices in teaching internship. in line with the new literacy studies (barton et al., 2000), and considering writing as an identity element in teacher education (kleiman, 2007), i adopt a bakhtinian perspective on genre in order to investigate autobiographical papers triggered by photobiographies produced in a foreign letters undergraduate program in northeast brazil, in 2011. in this study, i will analyze the voices that echo in two reflective papers, especially character and author voices (bronckart, 1999; 2006), so as to attune to the voices and social identities construed in text. in sum, along kleiman's words (2006; 2011), this study highlights the vital impact of the teacher positioned as a literacy agent, taking into account the heterogeneity of teacher literacy and development trajectories.