Os multiletramentos nas aulas de língua portuguesa no Ensino Médio

Abstract

High School Portuguese language teachers are implementing information and communication technologies in their classes, however, the potential of these technologies have been often underutilized. This finding prompted us to investigate how these teachers work the multiliteracies, through discourse genres in digital environments in their reading classes and how the constitutive multimodality of such genres is treated. For this work, we based ourselves primarily in Rojo (2012), Pasquotte-Vieira; Silva; Alencar (2012), Costa (2003, 2010) and Cope; Kalantzis (2000) and filmed classes in which teachers used information and communication technologies (ICT) in teaching reading practices for further analysis. The results show that the teacher, by privileging textbook syllabus, disregards the multimodality of genres, legitimizing only the writing mode. He does not consider other ways to construct meaning. We conclude by saying that the pedagogy of multiliteracies can offer contributions to the problem of reading genres derived from the internet or circulating in the digital environment.