Multiletramentos e Letramentos Críticos na Educação Básica: das Paredes às Redes
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Data de Publicação: | 2022 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | A Cor das Letras |
Texto Completo: | http://periodicos.uefs.br/index.php/acordasletras/article/view/9110 |
Resumo: | 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. |
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Multiletramentos e Letramentos Críticos na Educação Básica: das Paredes às RedesTeaching.LearningMultiliteraciesCritical LiteracyPandemicCritical EditionEnsinoAprendizagemMultiletramentos.letramentos críticospandemiaThis 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.O presente artigo intenciona discutir as possibilidades pedagógicas, das paredes às redes, no ensino e aprendizagem de línguas as quais se fortaleceram diante da emergência educacional suscitada pela cultura digital no contexto pandêmico. A produção surgiu da inquietação referente a práticas docentes que têm se referenciado por ações evolutivas, do ponto de vista da formação e da atuação docente, que entendem e trabalham a língua contemplando a multiplicidade das linguagens nas diversas identidades culturais, ideológicas e de poder, o que oportuniza interações didáticas criativas, críticas, com funcionalidade social e, portanto, fomentam e valorizam o protagonismo estudantil. Para tanto, tem-se como alicerces teóricos, em especial, as discussões sobre Multiletramentos e Letramentos Críticos (CAZDEN et all, 1996; STREET, 1984 e 2010) e acerca da autoetnografia e de etnografia (GEERTZ, 1981; SILVA e SILVA, 2016 e VERSIANI, 2002). E será feita uma ilustração, auto e etnográfica, de vivências de uma docente de Língua Portuguesa da Educação Básica Baiana que, em suas itinerâncias profissionais e acadêmicas, tem ampliado e qualificado saberes e fazeres docentes consoantes aos Multiletamentos e aos Letramentos Críticos o que impulsiona práticas de ensino e aprendizagem de línguas mais significativas, também no desafiador contexto pandêmico. A trajetória da professora evidencia que, na movência progressiva e contínua da profissionalidade docente, redes conectam os sujeitos, dão vasão às subjetividades construídas ao mesmo tempo em que as linguagens são ensinadas e aprendidas. Destarte, na transcendências das paredes às redes, sujeitos e língua se fundem num processo em que a prática pedagógica não pode traçar limites rígidos entre um e outro, mas oportunizar a formação integral do cidadão.UNIVERSIDADE ESTADUAL DE FEIRA DE SANTANA2022-12-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.uefs.br/index.php/acordasletras/article/view/9110A Cor das Letras; v. 23 n. 3 (2022): Ensino de Língua e Literatura; 150-1692594-96751415-8973reponame:A Cor das Letrasinstname:Universidade Estadual de Feira de Santana (UEFS)instacron:UEFSporhttp://periodicos.uefs.br/index.php/acordasletras/article/view/9110/7626Copyright (c) 2022 A Cor das Letrashttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessBorges da Silva, Simone BuenoOliveira de Souza Santana, Manoela 2022-12-28T21:40:15Zoai:ojs3.uefs.br:article/9110Revistahttp://periodicos.uefs.br/index.php/acordasletrasPUBhttp://periodicos.uefs.br/index.php/acordasletras/oairevistacordasletras@uefs.br||revistacordasletras@uefs.br1415-89732594-9675opendoar:2022-12-28T21:40:15A Cor das Letras - Universidade Estadual de Feira de Santana (UEFS)false |
dc.title.none.fl_str_mv |
Multiletramentos e Letramentos Críticos na Educação Básica: das Paredes às Redes |
title |
Multiletramentos e Letramentos Críticos na Educação Básica: das Paredes às Redes |
spellingShingle |
Multiletramentos e Letramentos Críticos na Educação Básica: das Paredes às Redes Borges da Silva, Simone Bueno Teaching. Learning Multiliteracies Critical Literacy Pandemic Critical Edition Ensino Aprendizagem Multiletramentos. letramentos críticos pandemia |
title_short |
Multiletramentos e Letramentos Críticos na Educação Básica: das Paredes às Redes |
title_full |
Multiletramentos e Letramentos Críticos na Educação Básica: das Paredes às Redes |
title_fullStr |
Multiletramentos e Letramentos Críticos na Educação Básica: das Paredes às Redes |
title_full_unstemmed |
Multiletramentos e Letramentos Críticos na Educação Básica: das Paredes às Redes |
title_sort |
Multiletramentos e Letramentos Críticos na Educação Básica: das Paredes às Redes |
author |
Borges da Silva, Simone Bueno |
author_facet |
Borges da Silva, Simone Bueno Oliveira de Souza Santana, Manoela |
author_role |
author |
author2 |
Oliveira de Souza Santana, Manoela |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Borges da Silva, Simone Bueno Oliveira de Souza Santana, Manoela |
dc.subject.por.fl_str_mv |
Teaching. Learning Multiliteracies Critical Literacy Pandemic Critical Edition Ensino Aprendizagem Multiletramentos. letramentos críticos pandemia |
topic |
Teaching. Learning Multiliteracies Critical Literacy Pandemic Critical Edition Ensino Aprendizagem Multiletramentos. letramentos críticos pandemia |
description |
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. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-28 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.uefs.br/index.php/acordasletras/article/view/9110 |
url |
http://periodicos.uefs.br/index.php/acordasletras/article/view/9110 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.uefs.br/index.php/acordasletras/article/view/9110/7626 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 A Cor das Letras https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 A Cor das Letras https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
UNIVERSIDADE ESTADUAL DE FEIRA DE SANTANA |
publisher.none.fl_str_mv |
UNIVERSIDADE ESTADUAL DE FEIRA DE SANTANA |
dc.source.none.fl_str_mv |
A Cor das Letras; v. 23 n. 3 (2022): Ensino de Língua e Literatura; 150-169 2594-9675 1415-8973 reponame:A Cor das Letras instname:Universidade Estadual de Feira de Santana (UEFS) instacron:UEFS |
instname_str |
Universidade Estadual de Feira de Santana (UEFS) |
instacron_str |
UEFS |
institution |
UEFS |
reponame_str |
A Cor das Letras |
collection |
A Cor das Letras |
repository.name.fl_str_mv |
A Cor das Letras - Universidade Estadual de Feira de Santana (UEFS) |
repository.mail.fl_str_mv |
revistacordasletras@uefs.br||revistacordasletras@uefs.br |
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1798321161680977920 |