A Pedagogy of Multiliteracies
Designing Social Futures
DOI:
https://doi.org/10.46230/2674-8266-13-5578Abstract
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.
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