Professores e agentes de letramento: identidade e posicionamento social

Abstract

This paper contrasts the concepts of literacy teacher and literacy agent, in relation to the literacy acquisition modes of the two groups. Based on interaction and dialogic theory of language, we present data from a large project involving five universities, that show how teachers and popular educators represent and position themselves in their interaction with academic professors and researchers and we argue that the differences point towards the construction of differently situated relational identities.