Critically (re)interpreting and implementing the pedagogy of multiliteracies
DOI:
https://doi.org/10.46230/2674-8266-13-5569Keywords:
Pedagogy of multiliteracies, Critical sociointeractional literacy, Language teaching, Teaching materialsAbstract
There are several contributions that we can deduce from the manifesto A Pedagogy of Multiliteracies: projecting social futures, published by the New London Group in 1996, among which the following stand out: the notion of multiliteracies; the idea of the creation of learning conditions that lead learners to have an active social participation; the need to educate for three spheres of life: public life, private life, and productive life; the concept of meaning projects (designs); the recognition of elements of meaning that go beyond linguistic meanings; and the pedagogy of multiliteracies proposal. This paper aims to discuss a possible (re)interpretation of the pedagogy of multiliteracies, thinking about its possible implementation, (re)thinking not only about its proposal, but also reflecting on its implementation in the preparation of curricula, teaching materials and course plans for language teaching. The discussion conducted served as theoretical foundation for the production of two English language teaching coursebook series (TILIO, 2015, 2016), the second having been approved by the 2018 National Textbook Program (PNLD).
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