Abstract

CORREA, Hércules Tôledo  and  CASTRO, Marcelo de. Multiliteracies in portuguese classes in a public school in Ouro Preto-MG. Perspectiva [online]. 2018, vol.36, n.3, pp.851-874.  Epub July 29, 2019. ISSN 2175-795X.  https://doi.org/10.5007/2175-795x.2018v36n3p851.

This research aims to characterize and analyze the way a Portuguese Language teacher explores reading and writing in multimodal discursive genres to reveal and discuss the possibilities that emerge from these practices, in promoting the multiliteracies, during literacy events, which took place in a Primary School with students in their final years. Regarding the methodology, for six months between 2015 and 2016 observation was undertaken of the practice of a teacher in three classes of a Public School in Ouro Preto (Minas Gerais). During this time the students for whom she taught attended the 8th and 9th grade of Primary School, respectively. Based on qualitative data collection instruments, such as participant observation, field notes and audio recordings, were selected and characterized events of literacy from which it was possible to analyze possibilities related to the teaching mediation of reading and writing practices with multimodal discursive genres. Thus, the data collected allowed us to discuss: i. the conceptions underlying the pedagogical practice of the educator; ii. the didactic pedagogical resources used in the classroom; iii. the approach and the discursive strategies employed by the teacher. In addition, the results pointed the successes of the investigated practices, as well as reinforcing the centrality of teaching practice concerned multiliteracies in the mentioned subject..

Keywords : Multiliteracies; Multimodality; Discursive genres.

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