New literacies and English teacher education in the city of Uberlandia

This paper aims to describe and analyse a teacher education programme for English teachers in the city of Uberlandia (MG). The programme, developed in 2014, was devised and implemented on the basis of new literacies and critical literacy theories, according to Lankshear and Knobel (2006), Cope and Kalantzis (2012), Janks (2013) and Monte Mor (2015), among others, with a view to contributing to the improvement of participants' linguistic and cultural knowledge, leading them to consider the need to plan English language teaching activities that take into account the contexts in which teachers and students are located, and to critically reflect upon the situated nature of meaning making processes. Participants' feedback collected throughout the programme suggests the relevance of new literacies studies to teacher education, especially for its consideration of the relationships between language, identity and multimodality in times of meaning making mediated by new information and communication technologies.