OS MULTILETRAMENTOS APLICADOS A PRODUÇÃO DE CONTOS NO ENSINO FUNDAMENTAL II: UMA PROPOSTA DE ENSINO

Abstract

The present study on the multiliteracies applied to the production of short stories in elementary education, part of the perspective that the school in the teaching-learning process needs to incorporate some concepts present since the end of the 20th century, which are not yet commonly present in pedagogical practices. So this aims to develop a didactic project of genre working on the concept of intertextuality between the discourse/multimodal short story and minutevideo genres, taking into account school’s internal projects, official education documents, and what Multiliteracies, Digital Information and Communication Technologies (DICT) and the teaching of discursive genres theories say. In order to achieve so, we focus on the theme of child labor and adolescents’ professionalization/professional learning. Bakhtin's (2000) perspective on the discourse genres is our theoretical framework. We also discuss the concept of Didactic Sequences according to Schneuwly and Dolz (2004), the concepts of Didactic Genre Projects according to Kersch Coscarelli and Cani (2016), the studies of Literacies according to Tfouni (2010) and Kleiman (1995). In addition, we also focus on the New and Multiletracies study according to Rojo (2012), Cosson’s (2009) literary literacy studies, and the concept of new technologies in education according to Coscarelli (2016). Finally, we discuss federal education documents in Brazil, National Curriculum Parameters (1997), and Common Curricular National Base (2017). It is intended, therefore, to affirm that it is possible to combine the didactic project of gender, contemplating the internal projects of the school and contributing to the development of reading, writing, critical sense and digital literacies in students.