<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322019000200387</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v24n02a11</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Literacidad e identidades en las investigaciones sobre formación docente en Brasil]]></article-title>
<article-title xml:lang="pt"><![CDATA[Letramento e identidades nas pesquisas sobre formação docente no Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[Literacy and Identities in Teacher&#8217;s Education Research in Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kleiman]]></surname>
<given-names><![CDATA[Angela B.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas (unicamp) Departamento de Lingüística Aplicada ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<volume>24</volume>
<numero>2</numero>
<fpage>387</fpage>
<lpage>416</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322019000200387&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322019000200387&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322019000200387&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo se propone presentar algunos parámetros y principios utilizados en la elaboración de los programas de investigación realizados en Brasil desde 1991 por lingüistas aplicados, en la perspectiva teórica de los estudios de literacidad. Esta corriente se proponía contribuir a la transformación de estructuras educacionales elitistas y arcaicas (como, por ejemplo, los currículos de letras en la universidad brasileña). Uno de esos grupos pioneros fue Letramento do Professor, que aplicó el paradigma propuesto por Street (1984). Esta revisión también incluye nuevos estudios que se fueron adhiriendo a la vertiente sociocultural e histórica de los estudios de la literacidad. La fuente de estos trabajos fue el Diretório de Grupos de Pesquisa no Brasil Lattes, órgano del Conselho Nacional de Pesquisa (cnpq), que registra 512 grupos que investigan, o han investigado, la literacidad. En consonancia con la variedad de objetos de investigación dentro de los estudios de literacidad, a saber, relaciones entre literacidad y poder, efectos de las representaciones sobre la lengua escrita entre los grupos más vulnerables de la sociedad, en diversos escenarios, se presentan aquí las bases teóricas de dichas investigaciones, incluyendo teorías interaccionistas de lenguaje, estudios culturales, teorías decoloniales y estudios de literacidad, con enfoques metodológicos en los cuales coexisten diversas prácticas interpretativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo apresentar alguns parâmetros e princípios utilizados na elaboração dos programas de pesquisa realizados no Brasil desde 1991 por linguistas aplicados usando a perspectiva teórica dos estudos do letramento. Essa perspectiva visava contribuir para a transformação de estruturas educacionais elitistas e arcaicas (como, por exemplo, os currículos de Letras na universidade brasileira). Um desses grupos pioneiros foi o Letramento do Professor, que pesquisava o letramento baseado no novo paradigma proposto por Street (1984). Essa revisão examina ainda os novos estudos que foram se aderindo à vertente sociocultural e histórica dos estudos do letramento. A principal fonte de informação para esses trabalhos foi o Diretório de Grupos de Pesquisa no Brasil Lattes, órgão do Conselho Nacional de Pesquisa (cnpq), que registra 512 grupos que pesquisam, ou pesquisaram, o letramento. Em consonância com a variedade de objetos de pesquisa nos estudos de letramento, tais como as relações entre letramento e poder, efeitos das representações sobre a língua escrita nos grupos mais vulneráveis da sociedade, em diversos cenários, também se apresentam aqui as bases teóricas das pesquisas, que incluem teorias interacionistas de linguagem, estudos culturais, teorias decoloniais e estudos de letramento, com enfoques metodológicos nos quais coexistem diversas práticas interpretativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper intends to account for several criteria and principles guiding the creation of research programs carried out in Brazil from 1991 on, by researchers in the field of applied linguistics in the literacy studies approach. This approach aimed to help transform out-of-date and elitist structures in Education (like, for example, language curricula at Brazilian higher education). One of those pioneering groups was Letramento do Professor, which applied Street&#8217;s new paradigm (1984). This review also looks at new studies that gradually began adhering to the sociocultural and historic trend of literacy studies. Our main source of information to access those works was Lattes Brazil&#8217;s Research Group Directory, an agency under the umbrella of the National Research Council (cnpq), which has 512 research groups registered, which are doing or have done research on literacy. In line with the varied research subjects in literacy studies, namely relations between literacy and power, effects of representations on written language among the most vulnerable social groups, in different settings, the theoretical grounds of those research works are examined here, including interactionist theories of language, cultural studies, decolonial theories, and literacy studies, with methodological approaches gathering together varied interpretative practices.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[literacidad]]></kwd>
<kwd lng="es"><![CDATA[identidad]]></kwd>
<kwd lng="es"><![CDATA[poder]]></kwd>
<kwd lng="es"><![CDATA[prácticas de literacidad.]]></kwd>
<kwd lng="pt"><![CDATA[letramento]]></kwd>
<kwd lng="pt"><![CDATA[identidade]]></kwd>
<kwd lng="pt"><![CDATA[poder]]></kwd>
<kwd lng="pt"><![CDATA[práticas de letramento.]]></kwd>
<kwd lng="en"><![CDATA[literacy]]></kwd>
<kwd lng="en"><![CDATA[identity]]></kwd>
<kwd lng="en"><![CDATA[power]]></kwd>
<kwd lng="en"><![CDATA[literacy practices.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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