Multiletramentos e Letramentos Críticos na Educação Básica: das Paredes às Redes

Abstract

This article intends to discuss the pedagogical possibilities, from walls to networks, in language teaching and learning, which were strengthened in the face of the educational emergency raised by digital culture in the pandemic context. The production arose from the concern regarding teaching practices that have been referenced by evolutionary actions, from the point of view of training and teaching activities, which understand and work with the language, contemplating the multiplicity of languages in the different cultural, ideological and power identities, the that provides creative and critical didactic interactions with social functionality and, therefore, encourages and values student protagonism. For this purpose, the theoretical foundations are, in particular, discussions on Multiliteracies and Critical Literacies (CAZDEN et all, 1996; STREET, 1984 and 2010) and on autoethnography and ethnography (GEERTZ, 1981; SILVA and SILVA, 2016 and VERSIANI, 2002). And there will be an illustration, auto and ethnographic, of the experiences of a teacher of the Portuguese Language of Basic Education in Bahia who, in her professional and academic itinerancies, has expanded and qualified teaching knowledge and practices consonant with the Multiliteracies and Critical Literacies, which drives practices of more meaningful language teaching and learning, also in the challenging pandemic context. The teacher's trajectory shows that, in the progressive and continuous movement of the teaching profession, networks connect the subjects, give vent to the subjectivities constructed at the same time that the languages are taught and learned. Thus, in the transcendence of the walls to the networks, subjects and language merge in a process in which the pedagogical practice cannot draw rigid limits between one and the other, but provide opportunities for the integral formation of the citizen.