Ler e escrever no Direito: práticas digitais de leitura e escrita literária colaborativa

Abstract

In this teaching project, I seek to offer subsidies to Law professionals for the approach to multimodal literary reading, as well as literary text production in a digital environment. In addition, I hope to contribute to theoretical and practical support for the execution of interaction dynamics through collaborative writing among learners. Therefore, the teaching project is intended for the teacher’s work with adult apprentices within the scope of professional qualification or initial and continuous training in Law. As a suggestion for reading and literary analysis, I chose some of Andréa Pachá's chronicles, as well as a photographic series by Eduardo Santos and a live video stream transmitted by journalist André Trigueiro. At a later stage, teachers should ask students to write chronicles. The project's theoretical framework is the concept of multiliteracies, a notion related to a pedagogical praxis that is aware of its social and ideological aspects, as well as the power relations that permeate teaching and learning. In the context of the available technologies in our society, the notion of multiliteracies relates especially to the idea of multimodal and digital literacies. The main points of this teaching project are therefore discursive genres, chronicles, textual analysis, multimodal reading and writing in digital environments, digital tools, creative writing, and collaborative writing.