Multiletramentos: uma nova concepção no ensino da escrita.

Abstract

In this work, we emphasize the importance of spreading the pedagogy of multiliteracies by the multiplicity of languages that involves culture and values of different subjects, giving source to textual genres hybrids, which in turn, are highly interactive and collaborative in communicative social activities, as in has its accelerated movement in society with the advent of new information technologies. The choice of multiliteracies as the basis of that work is due to wanting to show that, with the emergence of new technologies, literacies are insufficient for the construction of meaning, since it only deals with reading and writing skills in social practices, which are increasingly more bombarded with multissemioses from the contemporary world. In this perspective, the objective of the research is to show the importance of working with writing through multiliteracies and reflect on the contribution of digital genres in this type of activity. To support research in embasamos studies Soares (2014), Tfouni (1997), Kleiman (1995), Street (2014), Marcuschi (2010), Rojo (2012), Gomes (2011), Dolz; Schneuwly (2004), Lima (1985), Antunes (2009), Xavier (2010), Komesu (2010) and others. The research is a qualitative approach, bibliographical nature. To highlight the importance of multiliteracies, present a proposal to work with writing, with the genre tale and is supported by the blog, to emphasize the importance of using didactic sequence as a methodological tool to represent a real situation of communication and, thus enable a better textual production.