Práticas de (multi)letramentos em disciplinas de compreensão e produção escrita no Curso de Letras/espanhol da UFC/UAB: explorando o gênero portfólio

Abstract

Distance Education (DE) has been consolidated as an essential tool for democratizing higher education in Brazil, enabling access to quality education in remote regions. In this context, reading plays a central role in the teaching and learning process in DE, being a multimodal practice that involves not only the interpretation of texts but also interaction with various resources and media, such as videos, images, and hyperlinks. From this perspective, for a comprehensive education, it is essential that pre-service teachers interact with different languages and understand contemporary cultural contexts. Therefore, this study aims to investigate (Multi)literacy practices and Multimodal Resources in the Portfolio activities of the Reading and Writing Comprehension courses of the Undergraduate Program in Portuguese/Spanish Language and Literature, in the DE modality of the Federal University of Ceará (UFC). The research seeks to analyze how the activities integrate multimodal resources and how these elements contribute to the development of students' reading competence. In addition, it aims to identify the reading concepts present in these activities and to assess how reading strategies are aligned with the demands of a digital and multimodal educational context. Our theoretical framework is based on the Theory of Multiliteracies, following the initial proposal of A Pedagogy of Multiliteracies: Designing Social Futures by the New London Group (NLG), as well as the ideas of Eduardo Moura and Roxane Rojo (2021; 2012; 2014), Magda Soares (2002; 2004), emphasizing the importance of social awareness and critical-reflective reading as explored by Daniel Cassany (2006), who highlights the importance of teacher education for developing reading skills that allow for a deeper interpretation of texts. The results showed that the analyzed portfolio activities present an initial integration of multimodal resources, such as texts accompanied by images and complementary links, although these strategies are still explored in a limited way, mainly focusing on basic descriptive and interpretative aspects. It was observed that the promoted reading concepts favor traditional approaches, with an emphasis on linguistic analysis, leaving gaps in the promotion of practices that articulate critical reading, social reflexivity, and multimodality. These findings reinforce the importance of restructuring pedagogical practices in DE courses, expanding the use of multimodal resources, and encouraging a critical and reflective approach aligned with contemporary educational demands and the digital context.