Hipergêneros digitais multimodais : propostas de multiletramento no ensino da língua materna

Abstract

This research has as its theme the use of information and communication technologies in the high school context . It is intended to apply classroom activities to study the mother tongue, based on multimodal digital hypergenres intended to promote students' multiliteracies. Such study is justified because it is noticeable the fast pace at which information and communication technologies are implemented, which has generated new forms and interaction tools and, consequently, new genres and/or hybridization of existing ones. In addition, currently, much of this interaction happens through digital devices of all kinds and supports, mainly by the speed and cheapness of costs provided by the contact people experience over the internet. The theoretical framework involves concepts related to reading, literacy, young readers, discursive and digital genres, focusesed mainly on the theoretical concepts of Dionisio (2011, 2014), Kress (2003), Kress and Van Leeuwen (2001) and Van Leeuwen (2005) on the discursive multimodality; of Maingueneau (2005, 2008a, 2008b, 2010a, 2010b, 2012, 2013) in relation to hipergêneros; some members of the New London Group (2000), Lemke (2010) and Rojo (2009, 2012, 2013) as the multiliteracies. With respect to methodology, it is an exploratory and bibliographic research, developed through action research carried out in a high school, linked to the Secretariat of the Rio Grande do Sul State Education, located in Passo Fundo (RS). The main corpus used in the analysis was the website The Hobbit - A Journey Through Middle-earth, created to assist in promoting the eponymous film franchise based on the book by J.R.R. Tolkien, as well as a variety of corpora consulted and even produced, according to the research objectives. The study shows that, at the present time, there is a great emphasis on the practice of discourse genres in mother tongue of subjects and also that the new information and communication technologies have significantly altered the behavior and the cognitive process of the younger generations. As a result, it is highlighted that the adoption of digital hypergenes of multimodal nature and the use of information and communication technologies in the study of the mother tongue may support the acquisition of multiliteracies in the high school context. However, to lead students toward such multiliteracies, teachers and institutions need to invest more effort to implement in the classroom, practices that are closer to the everyday communication reality of these young people