Os multiletramentos como alternativa pedagógica para a prática da escrita nas aulas de Língua Portuguesa do 9° ano do Ensino Fundamental

Abstract

The main objective of this work was to carry out, through Portuguese language classes, writing activities that were involved by the multiliteracies and, consequently, by ICT, thus expanding students’ proficiency in written textual genres. And in order to achieve this realization, it was thought in three specific objectives: Provide students with exposure to a variety of genres; Carry out activities involving multimedia and hypermedia texts; and Promote the pedagogical use of available technological and/or digital tools. This research was motivated by the realization that, in schools, writing activities are sometimes disconnected from students' daily social experiences, lacking connection to the technological world in which they are immersed, and not part of a planned process tailored to a communicative situation. The multiliteracy perspective was chosen as the ideal approach because it concluded that writing instruction that takes into account the multifaceted interface of current texts, favors the use of technology, and uses it directed toward communicative and social objectives, could improve students' writing skills in an engaged, reflective, and contemporary manner. This research is based on the theoretical framework of Rojo (2012; 2019), Marcuschi (2008), Soares (2004), Kleiman (2005), Kersch et al. (2016), etc. The activities were carried out in the classroom, in a sequence of twenty Portuguese language classes, in the 9th grade of Elementary School. The aim was that, through contact with multi- and hypermedia texts, with diversified genres and with the help of technology, the students could, at the end of the intervention process, have improved their posture towards the act of producing a text and, especially, arguing. After finalizing the didactic proposal and analyzing the results obtained based on the aforementioned theoretical support, it was possible to conclude that the intervention generated positive results for the target subjects of the research, since there was an improvement in argumentative posture, conduct in the defense of a thesis, articulation of arguments, textual organization, etc. Therefore, through this work, writing improvements were conferred to the research subjects, as well as to the institution to which these individuals belonged.