(Multi)letramentos, multimodalidade e ensino de língua portuguesa: da expressão teórica à possibilidade prática com estudantes das séries finais do ensino fundamental

• Ano de defesa: 2024
• Autor(a) principal: Santos Junior, Jurandir Cardoso dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino na Educação Básica; Centro Universitário Norte do Espírito Santo; UFES; Programa de Pós-Graduação em Ensino na Educação Básica
• Palavras-chave em Português: Ensino de língua portuguesa; Multimodalidade; Práticas de leitura e escrita; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/18300

This dissertation investigates practical possibilities for teaching the Portuguese language by mobilizing the theoretical frameworks of (multi)literacies and the multimodal approach. The analysis focuses on the didactic-methodological nature of teaching practices within this theoretical paradigm, navigating a complex and delicate relationship between theory and practice. In this context, the study explores the development and application of a set of activities, whose effectiveness was tested with ninth-grade students at a public state school located in the interior of Pinheiros, Espírito Santo. Specifically, to address the nuanced boundaries of inquiry, the research is anchored in the Multiliteracies theories of The New London Group (1996) and Cope and Kalantzis (2015), the studies on Literacies by Kalantzis, Cope, and Pinheiro (2020), and the studies on Multimodality based on the writings of Kress and van Leeuwen (2001) and Kress (2010). Through an exploratory qualitative approach, employing case study as the methodological procedure, the research examines movements of reading, writing, and production, tracing the signs of meaning-making, agency processes, and the students' semiotic work. Furthermore, it delineates pathways for interpreting the proposals of (multi)literacies and the multimodal approach. The final analytical gestures emphasize the importance of educators being attentive to texts circulating in various social spaces, whether more or less legitimized, enabling a dialogue with students' lived experiences and, from these perspectives, gathering authentic texts that can underpin reading and writing activities. Such practices are only meaningful when accompanied by a metalanguage capable of fostering precise interpretations of subtle layers of meaning. The findings also highlight the need to craft questions that guide readings, promote comparisons across different genres and languages, and address their compositions in their entirety. These insights underscore the challenge of adopting an expanded view of texts, valuing contemporary and digital textual aesthetics, thereby breaking away from the historical continuities of the grammatical and structuralist traditions that still permeate Portuguese language teaching in basic education.