Beyond school literacy

Multiliterate dimensions in Portuguese language teaching and possible contributions in the contemporary classroom

Abstract

When we seek a dialectical view of language, a construct of/for a social practice, the work with texts as well as the teaching of portuguese language has been considered relevant the studies of Applied Linguistics (LA), considering that when working with texts, we also deal with/through “an event in which, in addition to linguistic elements, others of a cognitive and social nature converge” (Oliveira and Szundy 2014, p. 192). LA, by inviting native language teachers to reflect on themes, conceptions and pedagogical practices in the face of the constant changes in global geopolitics, reinforces how the multiplicity of discourses, so dear a multiliteracies pedagogy, according to texts by Brazilian authors as Roxane Rojo and Eduardo Moura (2012, 2019) – in the midst of the multiple languages ​​that make up contemporary texts – seeks to account for the social, linguistic and culturally diverse context which teachers and students are also integral subjects. This article, by focusing discussions on these biases, seeks to score, by returning the data obtained in a broader scientific research carried out in academic master’s course and, together with the theoretical-bibliographic form, which we neither read nor write without purpose, even more in the face of massive use of digital technologies, which “has been seen by many educators and school institutions as possibility for the modernization of the teaching” (SANTOS, 2018, p. 62). As a result, new social practices as well new ways of using languages need to integrated into school literacies already crystallized, in order to demand even new educational paradigms in relation to the development of multimodal and critical-constructive and readings.