Multiletramentos, história e identidade: uma experiência com alunos do Ensino fundamental

Abstract

We discuss, in this research, a work with multiliteracies as a path to identity formation of 8th. graders from a public school. The aim was to investigate how the teaching sequence proposed, which provided for the use of technology, would help to bring out the identity marks of the students and the communities in which the school operates. The methodology used was ethnographic leading to immersion in school life in a broader context, which occurred through visits to students, their families, the knowledge of district / place where they live, their favorite places, and leisure facilities. As registration and data collection instruments, we used: photos, videos, audio recorded interviews, teacher logbook and students presentations. The results, analyzed from the perspective of multiliteracies reveal personal stories of students, recover information about the neighborhoods and places where they live and the events that marked the local life and show multiple facets of identity building a new sociability. As for the work of the teacher of Portuguese, I realized s/he must transcend the issues of language teaching, though without giving them upe, seeking to establish connections between the students daily lives and curriculum content, mobilizing other languages in addition to verbal and technological resources, for, as we concluded, they favor the contact with reality and allow students to speak and act on it.