ENSINO DE LÍNGUA PORTUGUESA, LETRAMENTOS DIGITAIS E MULTIMODALIDADE: convergências e desafios

Abstract

This training memorandum, presented to the Professional Master's Program in Letters (Profletras) of the Institute of Letters of the Federal University of Bahia, is the result of a (auto)biographical writing process and consists of an account of my personal-academic-professional life riddled with theoretically grounded reflections that take place within the course on didactic-pedagogical practices. The text also brings the impressions of the master's student who is led to look into the problem found in the school where he works, with a view to interpreting it in the light of the studies and presenting proposals that face it. Considering the challenges that arose in the context of the Covid-19 pandemic, which revealed the dramatic deficit of students with regard to the development of digital literacy, the project entitled “Portuguese Language Teaching, digital literacy and multimodality: convergences and challenges”, brings proposals for different digital reading and writing experiences mediated by platforms, applications and other digital devices, as resources for the development of didactic-pedagogical strategies. The general objective is to promote digital literacy in the school context through reading and writing practices in Portuguese in the 9th grade of elementary school at the Municipal School Eustáquio Alves Santana, located in the District of Parafuso, municipality of Camaçari-BA, through didactic exploration of multimodal textual genres. To this end, throughout the pedagogical actions, workshops will be developed that will address digital genres based on theoretical references from scholars such as Magda Soares, Pièrre Lévy, Roger Chartier, Angela Kleiman, Roxane Rojo, Brian Street, Gavin Duduney, Nicky Hockly and Mark Pegrum. To achieve these objectives, the project will seek to develop digital literacy in the students involved, and at the same time, identify and observe main difficulties in relation to reading and writing, understood here as social practices (MENDES, 2008). The proposal is born from the classes given during Emergency Remote Teaching and from the difficulties perceived throughout the process due to the lack of digital literacy and, at the same time, the interest shown about activities in a virtual environment and which explored multimodality. The thesis established in the project is that the pedagogical use of digital tools significantly favors mother tongue teaching and learning processes. Thus, believing that the subjects involved in this process of digital inclusion experience new challenges and new literacy possibilities, increasingly interactive, dynamic and plural, it is expected that these students experience different ways of reading and writing, expanding their access options to information, social interaction, production and sharing of knowledge through literacy that crosses and expands the space of paper.