Transformed practices in an integrated technician course: experience to be

Abstract

This article aims to analyze and revisit a literacy project - transformed practices - occurred during the second half of 2011, with the Integrated Agricultural Technician Course, the Farroupilha Federal Institute - Campus São Vicente do Sul, along the lessons of Portuguese Language discipline. More specifically, it seeks to analyze the evidence of meaningful learning, in relation to the four principles of Pedagogy of Multiliteracy (THE NEW LONDON GROUP, 1996): situated practice, overt instruction, critical framing and transformed practice, which synthesize the set of appropriate learning relationships. Because it is a research that fits in a sociocultural approach to literacy, we opted for social research in the perspective of ethnography, viable by the participatory observation of the researcher, who guided the collection of the field notes, reports and testimonials written by the students. The data showed that placing students in real contexts of their future profession assists for the overt instruction to become significant for the appropriation of various texts of academic and professional sphere and make them feel autonomous professionals and critics.