Por uma pedagogia dos portfólios multimodais: a escrita criativa baseada em gêneros.

Abstract

Portfolio pedagogy illustrates the systematic and non-random work produced by various professionals and compiled for an evaluative appraisal by a target audience. Teachers and students can effectively use this pedagogy as an evaluative and reflexive practice that evidences students' progress and learning, providing motivation and self-realization. Portfolios can have different applicabilities and extensions. Among them, we have the portfolios of writing, with a pedagogy developed for the practice and production written in the school or academic environment, obeying processes of prewriting, writing and postwriting, which interconnect with a humanistic approach and pedagogy of genres (ROSE, MARTIN, 2012). This interconnection demonstrates that students, when producing texts from genres, do not make their constructions devoid of social significance. The work with genres promotes the use of several languages through activities that aim at the production of meanings. Students make their semiotic choices within a system of possibilities in order to construct communicative meanings in a context through the union of different modalities, resulting in multimodality. The multimodal character of the textual production designates an extension of the writing portfolios that shows the creative, autonomous and free character for the construction of multimodal texts, without the writing being left aside. To this extent we call multimodal writing portfolios, where texts are produced by the union of several semiotic modes through cohesive procedures (VAN LEEUWEN, 2005), with a final compilation in a multimodal portfolio. The use of these multimodal writing tools was carried out, through a humanistic and gender-based approach, by a group of students from the English-language course of the Federal University of Paraíba (UFPB) during the 2018.2 school year. These students constructed multimodal texts for a certain period of time and their productions were used as the basis of analysis for this work, verifying how the multimodal construction of the portfolios occurred through activities throughout the process, and how the multimodal resources used by the students were organized cohesively for the production of meanings. The production of multimodal texts reverberates the creative writing for the expression of the meanings built by the students, showing the interactive capacity with different semiotic modes. The pedagogy of multimodal writing portfolios promotes moments of reflection and self-realization regarding the choices made for the production of texts.