Uma Pedagogia dos Multiletramentos

Projetando Futuro Sociais

Autores

  • Grupo Nova Londres

DOI:

https://doi.org/10.46230/2674-8266-13-5578

Resumo

Neste artigo, o Grupo de Nova Londres apresenta uma visão teórica geral das conexões entre o ambiente de mudança social que alunos e professores enfrentam e uma nova abordagem da pedagogia do letramento, que eles chamam de pedagogia dos “multiletramentos”. Os autores argumentam que a multiplicidade de canais de comunicação e a crescente diversidade cultural e linguística no mundo de hoje exigem uma visão muito mais ampla de letramento do que a retratada pelas abordagens tradicionais centradas na língua. Os multiletramentos, de acordo com os autores, superam as limitações das abordagens tradicionais, enfatizando como a ação de negociar as múltiplas diferenças linguísticas e culturais em nossa sociedade é central para a pragmática da vida profissional, cívica e privada dos alunos. Os autores afirmam que o uso de abordagens da pedagogia dos multiletramentos permitirá que os alunos alcancem duplamente objetivos de aprendizagem do campo do letramento: evoluindo no acesso à linguagem do trabalho, do poder e da comunidade, e fomentando o engajamento crítico necessário para projetar seu futuro social, alcançando sucesso por meio de trabalhos realizadores.

Downloads

Não há dados estatísticos.

Referências

ANDERSON, B. Imagined communities: reflections on the origin and spread of nationalism. London: Verso, 1983.

BARSALOU, L. W. Cognitive psychology: An overview for cognitive scientists. Hillsdale, NJ: Lawrence Erlbaum,1992.

BEREITER, C.; SCARDAMALIA, M. Surpassing ourselves: an inquiry into the nature and implications of expertise. Chicago: Open Court, 1993.

BOYETT, J. H.; CONN, H. P. Workplace 2000: The revolution reshaping American business. New York: Plume/Penguin, 1992.

BRUER, J. T. Schools for thought: A science of learning in the classroom. Cambridge, MA: MIT Press, 1993.

CAZDEN, C. Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann, 1988.

CAZDEN, C. Whole language plus: Essays on literacy in the United States and New Zealand. New York: Teachers College Press, 1992.

CLARK, A. Associative engines: Connections, concepts, and representational change. Cambridge, Eng.: Cambridge University Press, 1993.

COPE, B.; KALANTZIS, M. Productive diversity: Organizational life in the age of civic pluralism and total globalisation. Sydney: Harper Collins, 1995.

CROSS, K. F.; FEATHER, J. J.; LYNCH, R. L. Corporate renaissance: The art of reengineering. Oxford, Eng.: Basil Blackwell, 1994.

DAVIDOW, W. H.; MALONE, M. S. (1992). The virtual corporation: Structuring and revitalizing the corporation for the 21st century. New York: Harper Business.

DEAL, T. E.; JENKINS, W. A. Managing the hidden organization: Strategies for empowering your behind-the-scenes employees. New York: Warner, 1994.

DEWEY, J. Democracy and education. New York: Free Press. (Original work published 1916), 1966.

DOBYNS, L.; CRAWFORD-MASON, C. Quality or else: The revolution in world business. Boston: Houghton Mifflin, 1991.

DRUCKER, P. F. Post-capitalist society. New York: Harper, 1993.

EISER, J. R. Attitudes, chaos, and the connectionist mind.Oxford, Eng.: Basil Blackwell, 1994.

FAIGLEY, L. Fragments of rationality: Postmodernity and the subject of composition. Pittsburgh: University of Pittsburgh Press, 1992.

FAIRCLOUGH, N. Language and power. London: Longmans, 1989.

FAIRCLOUGH, N. Discourse and social power. London: Polity Press, 1992a.

FAIRCLOUGH, N. Discourse and text: Linguistic and intertextual analysis within discourse analysis. Discourse and Society, 3, 193-217, 1992b.

FAIRCLOUGH, N. Critical discourse analysis. London: Longmans, 1995.

FOWLER, R.; HODGE, R.; KRESS, G.; TRENT, T. Language and control. London: Routledge, 1979.

FREIRE, P. Pedagogy of the oppressed. New York: Seabury Press, 1968.

FREIRE, P. Education for critical consciousness. New York: Seabury Press, 1973.

FREIRE, P.; MACEDO, D. Literacy: Reading the word and the world. South Hadley, MA: Bergin & Garvey, 1987.

FUKUYAMA, F. The end of history and the last man. London: Penguin, 1992.

GARDNER, H. The unschooled mind: How children think and how schools should teach. New York: Basic Books, 1991.

GEE, J. P. The social mind: Language, ideology, and social practice. New York: Bergin & Garvey, 1992.

GEE, J. P. Postmodernism, discourses, and linguistics. In: LANKSHEAR, C.; MCLAREN, P. (Eds.). Critical literacy: Radical and postmodernist perspectives (p. 271-295). Albany: State University of New York Press, 1993.

GEE, J. P. Quality, science, and the lifeworld: The alignment of business and education (Focus: Occasional Papers in Adult Basic Education, No. 4). Leichhardt, Australia: Adult Literacy and Basic Skills Action Coalition, 1994a.

GEE, J. P. New alignments and old literacies: From fast capitalism to the canon. In: SHORTLAND-JONES, B.; BOSICH, B.; RIVALLAND, J. (Eds.). Conference papers: 1994 Australian Reading Association Twentieth National Conference (p. 1-35). Carlton South: Australian Reading Association, 1994b.

GELLNER, E. Nations and nationalism. London: Basil Blackwell, 1983.

GIROUX, H. Schooling and the struggle for pedagogies: Critical and feminist discourses as regimes of truth. New York: Routledge, 1988.

HALLIDAY, M. A. K. Language as social semiotic. London: Edward Arnold, 1978.

HAMMER, M.; CHAMPY, J. Reengineering the corporation: A manifesto for business revolution. New York: Harper Business, 1993.

HARRE, R.; GILLETT, G. The discursive mind. Thousand Oaks, CA: Sage, 1994.

HEATH, S. B. Ways with words: Language, life, and work in communities and classrooms. Cambridge, Eng.: Cambridge University Press (1983).

HOLLAND, J. H.; HOLYOAK, K. J.; NISBETT, R. E.; THAGARD, P. R. In: HOLLAND, J. H.; HOLYOAK, K.J.; NISBETT, R. E.; THAGARD, P. R. (Eds.). Induction: Processes of inference, learning, and discovery. Cambridge, MA: MIT Press, 1986.

ISHIKAWA, K. What is total quality control? The Japanese way. Englewood Cliffs, NJ: Prentice Hall, 1985.

KALANTZIS, M. The new citizen and the new state. In: HUDSON, W. (Ed.), Rethinking Australian citizenship. Sydney: University of New South Wales Press, 1995.

KALANTZIS, M.; COPE, B. Histories of pedagogy, cultures of schooling. In: COPE, B.; KALANTZIS, M. (Eds.). The powers of literacy (p. 38-62). London: Falmer Press, 1993a.

LIGHT, P.; BUTTERWORTH, G. (Eds.). Context and cognition: Ways of learning and knowing. Hillsdale, NJ: Lawrence Erlbaum, 1993.

LIPNACK, J.; STAMPS, J. The team net factor: Bringing the power of boundary crossing into the heart of your business. Essex Junction, VT: Oliver Wright, 1993.

LUKE, C. Media and cultural studies. In: FREEBODY, F.; MUSPRATT, S.; LUKE, A. (Eds.). Constructing critical literacies. Crosskill, NJ: Hampton Press, 1995.

MARGOLIS, H. Paradigms and barriers: How habits of mind govern scientific beliefs. Chicago: University of Chicago Press, 1993.

NOLAN, R. Cognitive practices: Human language and human knowledge. Oxford, Eng.: Blackwellm, 1994.

PIORE, M.; SABLE, C. The second industrial divide. New York: Basic Books, 1984.

PERKINS, D. Smart schools: From training memories to educating minds. New York: Free Press, 1992.

PETERS, T. Liberation management: Necessary disorganization for the nanosecond nineties. New York: Vintage Books, 1992.

PINHEIRO, P. (Org.) Multiletramentos em teoria e prática. Desafios para a escola de hoje. São Leopoldo-RS: Ed. Unisinos, 2017.

ROGOFF, B. Apprenticeship in thinking. New York: Oxford University Press, 1990.

SASHKIN, M.; KISER, K. J. Putting total quality management to work. San Francisco: Berrett-Koehler, 1993.

SCOLLON, R.; SCOLLON, S. B. K. Narrative, literacy, and face in interethnic communication. Norwood, NJ: Ablex, 1981.

SENGE, P. M. The fifth discipline: The art and practice of the learning organization. New York: Doubleday, 1991.

SPROULL, L.; KIESLER, S. Connections: New ways of working in the networked organization. Cambridge, MA: MIT Press, 1991.

STREET, B. V. Literacy in theory and practice. Cambridge, Eng.: Cambridge University Press, 1984.

VAN LEEUWEN, T. Genre and field in critical discourse analysis. Discourse and Society. 4, 193-223, 1993.

Downloads

Publicado

2021-06-25

Como Citar

GRUPO NOVA LONDRES. Uma Pedagogia dos Multiletramentos: Projetando Futuro Sociais. Revista Linguagem em Foco, Fortaleza, v. 13, n. 2, p. 101–145, 2021. DOI: 10.46230/2674-8266-13-5578. Disponível em: https://revistas.uece.br/index.php/linguagememfoco/article/view/5578. Acesso em: 28 mar. 2024.