O conceito de (multi)letramentos subjacente às atividades pedagógicas produzidas para uma unidade didática em um programa de formação continuada na escola pública

Abstract

Working with multiliteracies is approaching cultural diversity and semiotic multiplicity (ROJO, 2012). Taking that into account, this study aims to analyze to what extent the concept of (multi)literacies subsidizes the pedagogical activities of a didactic unit produced withina continuing teacher education program. This program was developed at a public school in Santa Maria (RS), through a collaborative research (MAGALHÃES, 2002). The project had as objective to enable the critical and collaborative reflection among teachers of that school, students and researchers from UFSM,aiming to discuss the (re)construction of their social practices and at the end the production of a textbook. The corpus of this investigation is composed by a didactic unit from the referred textbook referred. We take into account that the term Multiliteracies refers to two great aspects of meaning production: a) social diversity, which parts of the cultures, the reference of the student and the social context in which he/she is inserted; b) multimodality, in which multiliteracy is characterized by the use and working with the technologies, media, genres, and languages used in these contexts (KALANTZIZ, COPE, 2012, p.1).Regarding the analysis of the literacy concept underlying the activities, we identified a greater recurrence of activities that explore literacy as a cognitive process (76.3%), followed by activities that focus on critical reading (23,7%). This rhetorical organization seems to represent a cyclical process consisting of activities that explore the development of cognitive competencies which correspond, initially, to higher complex levels, preparing the students for recognition of the thematic universe of the texts and then, albeit timidly, demanding their positioning about the topic from higher and lower complex levels of critical reading capabilities.Due to this, there is a sort of a “zigzag effect" movement, in which the competencies intercalate different levels of complexity and cognitive and critical reading capabilities. In addition, the results of the analysis of how the activities instructions explore the images, we identified that the most explored metafunction is the representational (77%). The unit has a reducedoccurrence of the other metafunctions (Interactive, 13%, and Compositional, 10%). Thus, students are conducted to look ideationally at non-verbal texts, analyzing the actions, events, participants, and circumstances constituted in/by the images. Additionally, we identified, in the unit, a concern in proposing activities that perform with cultural, social and multimodal contexts in general, although we have also noticed that some activities still explore the multiliteracies in a timid and limited way. Finally, we try to propose some activities to complement the ones proposed in the unit, exploring the aspects of multiliteracies which we considered undermined, in the hope to contribute to the discussions about the need to expand the practice of multiliteracies in school contexts.