O jornal digital e outras práticas letradas : uma proposta de multiletramento no 6º. ano do Ensino fundamental

Abstract

This research discusses pedagogical practices that link the contents of Portuguese Language to the social context of students of the 6th grade of Elementary School in a public school located in Maceió. Aimed at multimodal aspects, this proposal of literacy presents as research problems the traditional teaching methodology and the need for literate practices that, based on the social conception of literacy, can bring the students closer to the language, choosing contents for work with reading and writing in the classroom closer to their reality. Taking into account these problems, the proposal intends to answer the following questions: Should a change in the conception of literacy as a support for the revision of pedagogical practice contribute to a more meaningful contact with writing? What contributions can the introduction of work with multimodality and digital technology bring to the students' written output? How to stimulate a discussion in the school involving the social context of the neighborhood? The main objective of the applied pedagogical proposal is to work the digital culture and other literate activities in the classroom to amplify the practices of literacy and to promote social interaction of the students. This work has as theoretical-methodological approach ethnography in the school context and studies of literacy in its social and political dimension, as proposed by Street (2014). The image studies according to Barthes (1977), Kress and Van Leewen (2006), Gomes (2015), and multiliteracies Rojo (2012). With the results, it was possible to observe that the different types of written texts, the videos, photos and audios captured by the students through cell phones and published in a blog collaborate with a perception of the social problems of the neighborhood, besides contributing with a change of practice pedagogical teaching. The results also point to an excellent mastery of students to multimodal pedagogical resources.