A FRAMEWORK-IN-ACTION FOR RECONSTRUCTIVE ANALYSIS IN LANGUAGE AND LITERACY TEACHER EDUCATION / Uma estrutura ativa para a análise reconstrutiva na educação de professores de linguas e literacidade

This paper aims to provide a framework-in-action, informed by Systemic Functional Linguistics, inspire reconstructive discourse analysis in language and literacy teacher education, with illustrative examples provocative questions. We exemplify the use of framework through community mapping project. analyze curriculum documents, as well sample racially aware educator’s project, ideational, interpersonal, textual metafunctions, drawing relevant semiotic interpretations on field, tenor, mode. Findings highlight tensions practice possibilities for reconstructing curricular knowledge more deeply rooted praxis that is intentionally transformative, context-specific, historically construed, geopolitically sensitive. pose series questions educators can bring bear practices education. Whether one studying texts, instructional dialogues, or policies, this framework-in-action provides tools may be useful deconstructing whiteness anti-racism. It also situates agents policy making implementation who are able reconstruct discursive respond pressing social needs context The idea emphasizes partiality epistemological ontological foundations need connect our analyses world ways make difference.