Processo de produção textual escrita nas aulas de língua inglesa: multiletramentos crítico e digital

Abstract

This article focuses on the production of cartoons in English classes with students of the 3rd year of High School, in a public school, using critical and digital multiliteracies and blended learning with a social interactionist approach based on textual genre. The employed types of research were: bibliographic, descriptive, field and analytical. The theoretical aspects were based on authors who corroborate with a critical and omnilateral educational process, aiming for the inclusion in a digital society which uses English language as a social practice. The selected theorists were: Ferreti (2012), Vygotsky (1987), Bakhtin (1988), Meurer (2000), Santos (2001); Rojo (2012), Picciano e Dziuban (2013), Dewey (1978), Calvin (1998), Morin (2008), Ruiz (2001), Gonçalves (2001) e Bergmann (2016). The results, although they point out some disadvantages, confirmed the expectations regarding the specifications of the goals, highlighting as essential the writing process to promote the quality teaching. In addition, it became evident that the use of technological tools does not make educational work redundant; on the contrary, it provides opportunities for students to be agents in the knowledge construction.