Explorando a diversidade cultural e a multimodalidade: multiletramentos em aulas de Língua Portuguesa nos Anos Finais do Ensino Fundamental

Abstract

In a world in constant transformation, especially driven by technological advances, teaching reading and writing requires new (multi)literacies. These multiliteracies must be able to deal with both the cultural diversity of societies and the diversity of language modalities in the texts in which this cultural multiplicity is manifested. In this context, the following questions arise: how can working with cultural diversity, with a focus on local culture, strengthen students' sense of cultural identity? And how to develop, when working with reading and writing multimodal texts, mastery of languages ​​and their specificities, including digital literacy? Seeking to respond to these concerns, we developed and applied a didactic proposal for teaching Portuguese, anchored in multiliteracies. The proposal was applied to a class of students in the 7th year of Elementary School, with the orientation being to disseminate the culture of the municipality of Manhuaçu ‒ Minas Gerais (Brazil). Based on the National Common Curricular Base (BNCC) and studies by Kalantzis, Cope and Pinheiro (2020), Ribeiro (2016, 2018, 2021), Rojo and Barbosa (2015), Rojo and Moura (2012, 2019), Maher (2007), Cuche (1999) , Moreira and Candau (2020 [2013]), among others, the research and teaching project adopted a qualitative approach methodology with pedagogical intervention. The didactic proposal was organized in ten stages, with reading and text production activities that explored the students' notion of culture, their perception of local and national heritage and cultural dissemination through the production of cards and publications on social networks. As results of the research, we observed that the students developed multiliteracies and that the didactic proposal contributed to strengthening local cultural identity.