Novos letramentos no ensino de língua portuguesa: reflexões sobre a construção identitária de alunos de um Nono ano, da professora e da escola

Abstract

The objective of this research was to investigate how the work with new literacies in Portuguese classes could meet multiple use demands of language and identity construction of 9th. graders from a state school in União dos Palmares, Alagoas . From the application of a didactic sequence, using participant methodology in an ethnographic way, three instruments were used for data generation: interviews, photographs and radio programs (podcast). BAUMAN (2005), HALL (2006), GOMES (2010), ROJO (2012), SANTAELLA (2007; 2012), SONTAG (2014), and STREET (2014) among others, supported this work. As a result, we can highlight that working with new literacies and multiple languages, as well as providing changes in the identity construction of the participating students, also resulted in transformation of other identities: teacher´s, Portuguese subject and school identities. The data allow us to reflect, in line with the theories studied, on the multiple and dynamic character of identities, and the inter-relationship between the school identities, literacies, the Portuguese language education and identity construction from the students. Thereby changing the look and teacher´s practice causes changes in students, in school and its surroundings. Other results were ethnography as a method that allows the researcher indentation in the field for a better understanding of the forces at work and the importance of understanding the language as a social practice, multicultural and located.