A sistematização da oralidade na perspectiva dos Multiletramentos em sala de aula.

Abstract

This research aims to understand the importance of teaching practice in relation to systematized work with textual genres, especially oral ones, from the perspective of literacy and multiliteracies in the classroom. With this, we observe a need to improve teaching practices, in an organized way, to obtain the knowledge that corresponds to the socio- communicative interaction. In support the research, the authors who based us were Soares (2012), Kleiman (1995), Rojo (2012), Antunes (2003), Marcuschi (2008), Ângela Paiva (1995), PCN (1997) and the BNCC (2018), among others that explore themes that subsidize the best performance of teachers in the classroom. The methodology consists of a bibliographical research, of qualitative nature, and of a basic nature. As a result, we present a proposal of intervention, with the genre interview, to be presented to teachers of the 9th grade of Elementary School, from the perspective of (multi)literacy. With this, it was possible to prove the importance of a teaching-learning process, resulting from the use of digital technologies, culture, values and previous knowledge of the students, as motivating and dynamic tools.