As representações da minha escola como entrada para o mundo dos novos letramentos

Abstract

This dissertation discusses the implementation of a literacy proposal in a municipal school in Girau do Ponciano, to 8th/9th year Elementary II students. The present investigation sought to answer two questions: 1) What are the transformations in the students’ literacy in the face of engagement in a pedagogical approach that aims to work the language from its historicity? 2) Did the production of multimodality texts, using digital technology in the classroom, contribute to this transformation? The established goals were: a) To develop a literacy pedagogical proposal elaborated from a theoretical-methodological approach that take in consideration the socialization processes in which my students may build senses, mobilizing, thus, different languages, as well as may recognize themselves as subjects who belong in a neighborhood, a school and a collective and individual history. b) To use the transmedia technology and the multimodality in the classroom, articulating the writing practices with the requirements of the contemporary world and, consequently, the digital technology. In order todo so, as methodology, I turned to the notion of the literacy ideological model proposed by Street (1998/2014). I also aimed to using the Transmedia Pedagogy (PEREIRA e GOMES, 2019) and the multimodality in the classroom, articulating the writing practices with requirements of the contemporary world and, consequently, the digital technology. The ethnography methodological approach in the school context guided the fieldwork during the two established phases process in the proposal: exploration phase and application phase. The exploration phase provided nine digital Narratives, from which we observed five aspects: 1-the speech; 2- the narrative structural; 3- the argumentative structure; 4- the articulation between different languages and 5- the cultured style building. In the second phase, memes, comic strips, parodies and new digital narratives were created; which analysis were made according to the social literacies core principles: a) the methodological shift from which the center of the writing and reading work is not in the metalinguistic matters (language techniques); b) the refusal to the Great Division; c) the opening to the work with orality; d) the work from the language’s ideological nature. The results showed that the funtamental trigger factor of an active attitude of the students regarding reading and writing led to a change of theoretical-methodological approach that provided a close dialogue between linguistic-grammatical aspects and the balance relation with the students’ sociocultural reality, where the vitality of the language from texts lives.