Práticas de multiletramentos no Ensino Fundamental II: processo de ensino-aprendizagem através do gênero entrevista

Abstract

The practice of reading and writing is important so that the students can live in society and be able to exercise their citizenship. The school as a teaching practice has the responsibility to train students and to extend the competence of knowing how to read and write to respond the questions of contemporary and computerized society that is increasingly focused on the development and socialization of information. Teaching with texts can favor the process of teaching and learning, especially if it is associated with multiliteracies , since the students show great interest in activities that involve the use of technological tools. The present work have had as objective the practices of multiliteracies, from a gender interview, as a textual genre that allows a reflection on the relations between speech and writing. (i) genre textual (ANTUNES, 2005; MARCUSCHI, 2008), (iii) genre interview (HOFFNAGEL, 2010) and (iii) information and communication technologies and multiliteracies (BRAGA, 2015; ROJO; MOURA, 2012; ROJO; BARBOSA; 2015). The methodological procedures for collecting and generating data used were: the profile of the school, the teacher and the subjects of the research, which are formed by a group of students who study at the 8th grade in elementary school on the age between 15 and 19 years old. To the data collection and generation, the researchers performed the transcripts of interviews collected through surveys and semi-structured interviews to analyze the students' perception. The results obtained with the work of analysis can be considered as results of great biases, since they contribute to the students and that the participants can reflect on the theme and context in which they live.