Práticas de multiletramentos no contexto de aprendizagem artístico-musical: um estudo sobre estudantes do ensino médio integrado do IFRN Campus Mossoró/RN

Abstract

This thesis has as its theme the multiliteracies practices developed by students of Integrated Secondary Education at the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte, campus Mossoró (IFRN/MO) in the in-between spaces of the artistic-musical learning context. The central problem investigated was how the multiliteracies practices developed by the students of Integrated Secondary Education at IFRN/MO are articulated and developed in the context of artistic-musical learning. The general objective was to understand in what way these students construct and experience such practices, specifically seeking to investigate the process of integration of artistic-musical experiences and multiculturality, to understand the role of multimodality and networked digital technologies, and to analyze the development of student autonomy in these contexts. The theoretical framework was grounded in the conception of multiliteracies as situated sociocultural practices, dialoguing with the ecology of human development, third space theory, and the anthropology of lines of life to understand the practices as participation in meshes of relations. Methodologically, an ethnography of the multiliteracies practices of the students was carried out in the in-between spaces of the artistic-musical context at IFRN/MO, articulated with Grounded Theory. The production of data involved the participation of thirteen students, two teachers and one intern, using participant observation, intensive interviews, audiovisual records and screenshots (prints) of WhatsApp groups. The ethnographic analysis made it possible to understand that the multiliteracies practices were constituted as processes of collective and situated construction, occurring predominantly in the in-between spaces of the institution, in which the students circulated. It was understood that the students acted as designers of meanings, mobilizing multimodality and synesthesia to integrate body, sound and image in the practices, and appropriating digital technologies and Artificial Intelligence not only as tools, but as artifacts of signification that expanded their autonomy and allowed the development of multiliteracies practices, even in the face of scarcity of resources. The contributions of the study bear on the understanding of multiliteracies practices as situated and culturally woven phenomena, on the recognition of the in-between spaces as legitimate spaces of meaning-making, and on the need for pedagogical mediations that consider digital technologies and student autonomy as constitutive dimensions of these practices.