Engaged multiliteracy as a possibility for curriculum justice

• Autor(a) principal: Reis Mendes, Mariana
• Data de Publicação: 2022
• Outros Autores: Liberali, Fernanda Coelho
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista da ABRALIN (Online)
• Texto Completo: https://revista.abralin.org/index.php/abralin/article/view/2101
• topic: Multiletramento engajado; justiça curricular; bem viver; educação insurgente; Brazilian Portuguese

Based on the concept of engaged multiliteracy as a pedagogical praxiology proposed by Liberali (2022) in relation to the pedagogy of multiliteracies (NLG, 1996; 2021) and the work of Paulo Freire (1987), this article intends to present this new approach as a possibility for curricular justice (PONCE, 2019; PONCE; ARAÚJO, 2019). Thus, it analyzes the actions carried out by the Study Group on Languages ​​in School Context (Grupo LACE), from the Pontifical Catholic University of São Paulo (PUC-SP), presenting the structure used to elaborate the practices which starts from playing (LIBERALI; MAZUCHELLI; MODESTO-SARRA, 2021) with social activities to promote curricular de-encapsulation (LIBERALI, 2015; BENTO; LIBERALI, 2021) and the pursuit of good living. Furthermore, it proposes a discussion on how playing acts as an exotopic exercise, allowing participants to reflect about the situations of oppression they experience, as well to return critically to this same reality to transform it. Finally, it demonstrates how the characteristics and actions of engaged multiliteracy fulfill the dimensions of curricular justice.