Práticas de leitura e de escrita multimodais no ensino médio: multiletramentos em livro didático de língua inglesa

Abstract

The educational institution has as a social role to form active and participative citizens in the society in which they live, preparing students to deal with the adversities of life, being fundamental for their human and integral formation. Taken these into consideration, this research sets the theme multiliteracies and multimodality in the context of teaching and learning the English language. Within the scope of this study, we defend the thesis that the promotion of reading and writing practices in English language textbooks, focusing on the reading and writing of multimodal texts through the use of digital technologies, provide opportunities for the formation of subjects who are protagonists of their own learning, awakening a more critical and active action to deal with the multiliteracies required by sociocultural changes. The general objective is to promote reading and writing activities of multimodal texts in English language textbooks that contribute to the construction of meanings from the perspective of multiliteracies of high school students from a public school in the state of Santa Catarina. The theoretical basis is supported by the National Common Curricular Base (Brasil, 2018) with regard to the guiding document for teaching in basic education; Lajolo and Zilberman (2003) and Petit (2013) in relation to reading and construction of meanings; Santaella (2013) regarding the conception of reader; Wallace (1993), Richard and Rodgers (1999), Celce-Murcia (2001), Harmer (2007), Ur (2009), Leffa (2016) and Richards (2015) on the teaching and learning of the English language; the Curriculum Proposal of Santa Catarina (1998a, 1998b, 1998c, 2014), the Curriculum Base of the Territory of Santa Catarina (2019) and the Curriculum Base of Secondary Education of the Territory of Santa Catarina (2021a, 2021b, 2021c, 2021d) with regard to the documents that guide high school in the state of Santa Catarina; Hodge and Kress (1995 [1988]), van Leeuwen (2005), Kress (2010), Gualberto (2016) and Gualberto and Santos (2019) regarding the fundamentals of social semiotics; Kress (2000, 2010), Kress and van Leeuwen (2006, 2021), Gualberto (2016), Nascimento, Bezerra and Heberle (2011) in relation to discursive multimodality; Coscarelli and Ribeiro (2007), Coscarelli (2016), Lemke (2010), Lanksheare and Knobel (2006, 2008, 2011), Rezende (2016) and Dudeney, Hockly and Pegrum (2016) on digital literacies; and Santaella (2004) in the definition of hypermedia language. We use Kalantzis and Cope (2000, 2012, 2023), The New London Group (2000), Rojo (2012), Pinheiro (2016), Kalantzis, Cope and Pinheiro (2020) about multiliteracies; Bakhtin (2016), Marcuschi (2011), Balocco (2005) and Faraco (2020) regarding textual genres; and Kress (2003), Rojo (2009), Ribeiro (2018, 2021) and Gualberto (2016) in relation to written production and the textbook. The assumed methodology is characterized as applied, exploratory and descriptive, bibliographical and documental through action research with a qualitative approach. The analysis of corpora comprises reading activities of two thematic units proposed by the English language textbook adopted at the school for the 1st year of high school and written productions carried out by the students. Results of the analysis show that the development of specific and general skills defined by the BNCC contributed to the development of skills and abilities aimed at the integral formation of students. Under the interdisciplinary character of Social Semiotics, teaching practices, considering the knowledge processes of multiliteracies and the categories of analysis of The Grammar of Visual Design, conducted the action of this process of teaching and learning under a critical and creative conception, in which students interacted with implicit meanings and produced texts with a variety of resources from the digital environment, reflecting on their choices and ways of producing meanings