A mobilização dos multiletramentos na formação inicial do professor de língua portuguesa

Abstract

Society has changed with the advent of digital technologies and, thus, new ways of communication and interaction have emerged. Children and young people are considered “digital natives”, as they were born in the era of globalization and this brought a new demand to the school: the challenge of following these new forms of interaction that have become common in the lives of students and considering them in their practices of teaching and learning. The Curricular Common Base (BRASIL, 2018) suggests Multiliteracies as one of the ways of working with the new languages that circulate in the digital context, since this concept expands the notion of literacy by adding to it the new forms of communication that emerged from the technological advances. In accordance with this proposition, teacher training seeks to incorporate in its proposals, within the scope of the Political Pedagogical Projects of Courses and also of the National Guidelines, training possibilities that aim to make teachers able to mobilize these concepts that are important, in terms of to the education of students capable of using different languages competently and critically. The objective of this work, therefore, is to identify and analyze how the concept of Multiliteracies is mobilized and understood by undergraduates of the Portuguese Language Course at a Federal Technological University, after studying the discipline of Multiliteracies, offered in the 7th semester of the course. This qualitative and interpretive research, characterized as a participant, is anchored in the studies of the New London Group; Cope and Kalantzis (2000, 2015); Kalantzis, Cope and Pinheiro (2020) and Bakhtin (2016) and in discussions about the challenges of teacher education through the perceptions of Gatti (2017) and Silva and Rodríguez Jerez (2020). By analyzing the students’ discourse, in an online questionnaire and presentation of the seminar, we identified how the Multiliteracies were mobilize to a greater or lesser degree. Thus, the analysis of the relevance and applicability of Multiliteracies in teaching practices and its approach during initial training proved to be relevant, since teacher training is characterized by the articulation between theory and practice.