Situating augmented reality in the 1996 Manifesto

Abstract

The purpose of the essay is to situate augmented reality within the scope of the 1996 Manifesto, especially with regard to the pedagogy of multiliteracies. As part of Internet of Things concept, augmented reality has defined itself as a strong component of human-computer interaction. In this discussion, I address the possibilities of multiliteracy practices to account for the multiplicity of communications, channels and media without giving up critical engagement. I also discuss the roles to be played by teachers and students as active designers of social futures. In modern language classes, the idea of ​​conducting virtual cultural visits in other countries may favor the exercise of social language practices, reflective practices and knowledge construction, i.e., access to humanity's cultural assets and the occupation of all spaces in society. In this sense, the movement towards (not so) new worlds – such as the immersive technology of augmented reality – can help us to redesign the daily practices of work, communication, shopping, health, among other others, which converge in the educational field.