Multi(letramentos) e a prática docente nas aprendizagens mediadas e ambientadas na informatização

Abstract

Digital Information and Communication Technologies (DICTs) have promoted significant transformations in teaching and learning processes, reshaping pedagogical practices as well as the modes of production, circulation, and construction of knowledge in contemporary society. In this context, this study aims to highlight the relevance of multimodal texts within teaching practices and to analyze their contributions to the development of students’ digital literacy. The research is characterized as a qualitative study grounded in the need to understand the role of multimodal texts in the education of individuals inserted in a society marked by constant social, cultural, and technological changes. As a methodological procedure, multimodal analysis is employed, through which theoretical contributions concerning textual genres, multimodality theory, and their implications for understanding pedagogical practices mediated by multiple languages are discussed. Furthermore, the study problematizes the use of DICTs in challenging educational contexts, emphasizing the role of teachers as mediators of knowledge, promoters of critical digital literacy, and agents of pedagogical innovation. The results of the analysis of materials consulted in the Dialnet and SciELO journals indicate the need to rethink teaching practices in light of contemporary educational demands, demonstrating that the conscious and critical integration of multimodal texts into the school environment significantly contributes to the formation of more autonomous, critical, and participatory individuals in the use of digital technologies.