A reportagem como mola propulsora para a manifestação do pensamento crítico do aluno na perspectiva dos multiletramentos.

Abstract

The experiences as a Scholarship in the Institutional Program of Teaching Initiation Scholarship bring up the concern for this research work. In this sense, the need arose to work in a different way with the textual genre reportage. Therefore, this research aims to reflect on the importance of the retextualization of journalistic genres through the multiliteracies and their relationship with the use of Information and Communication Technologies (ICTs) in the classroom, as an effective means to develop critical thinking of the student and their writing ability and textual comprehension. The research is based mainly on the theoretical assumptions of Kleiman (2005) and Soares (1998), which postulate the fundamentals of native language teaching focused on literacy, as well as Rojo (2012), which deals with the evolution of literacy until the arrival of the multiliteracies. In addition, it is also based on the genre retextualization activities proposed by Marcuschi (2010). The research assumes the bibliographic character, since it occurs in line with the theoretical postulations already put forward by the authors that support it. Moreover, observing what the Curricular Guidelines for High School (BRASIL, 2006), about teaching Portuguese language. As a final product, this research aims to provide an proposed of intervention based on the genre in question, and directed to the teacher of the first year of high school, in order to remedy a difficulty experienced by the student of this stage of education. The proposal, focused on the student's difficulty in constructing a reasoned and coherent critical thinking and opinion, also addresses the use of Information and Communication Technologies (ICTs) in the context of teaching practice, so configuring itself as an innovative form in terms of to work with the aforementioned textual genre.