Multiletramentos nas trilhas da formação de diretores em arte e mídia.

Abstract

The modern world is marked by sweeping changes of various kinds, among which are those related to language and culture. Hypermedia comes and goes beyond the scope of the planned and linear text, linking modalities (sounds, images, movements, etc.) and enabling several trajectories of reading, made possible by links. Contemporary culture is now marked by varied mixtures that include all forms of cultures. One can notice a new state of mind based on a new ethic (creative process comes first) and new aesthetic (personal aesthetic criteria for each individual/group). Considering the diversity of languages and cultures that underlie the Theory of Multiliteracies, perform the state of the art and we found a field that has barely been explored by this theory: the Academic one. The Graduation Course of Art and Media was identified as a potential ground for the development, collection and production of multiliteracies, with two questions rising to guide this research: a) Which practices of multiliteracy are being experienced by the students of the "Video Laboratory I” class within the Graduation Course of Art and Media at UFCG ? b) What meaning do these practices have for such Directors in training? The general objective of this research is to investigate the practices of multiliteracy experienced by the students of the abovementioned subject and the meaning they have for the Directors in training. The specific objectives outlined are the description and analysis of these practices of multiliteracy, and the identification and interpretation of the meaning they have for the s tudents. The main adopted theoretical contribution was the Theory of Multiliteracies (LANKSHEAR, KNOBEL, 2007; COPE, KALANTZIS, 2009; ROJO, 2012, 2013a, 2013b, 2013c; ROJO, BARBOSA, 2015), but we also considered the postulated discussions by scholars of Literacies (KLEIMAN, 1995; SOARES, 1998) and the New Studies on Literacies (STREET, 2010, 2012, 2014). Regarding the methodological aspects of the research, we conducted a qualitative, ethnographic and exploratory work, using the technique of direct observation. Data were gathered from the use of various research tools (questionnaires, field diaries, audio recordings, and semi-structured interviews), including four videos produced by the students. Three categories were revealed from the analysis of the data: a) practices of multiliteracy in training; b) practices of multiliteracy in production; and c) academic and professional meaning. Results showed practices of multiliteracy in training ("analysis of films" and "discussion of videos") favored by the action/intervention of the teacher in the process of formation of critical readers. They also revealed practices of multiliteracy in production ("production of videos" and "showing and welcoming of videos") recognized in the individual/co llective action of students to co-produce videos. The academic and professional meaning presented by these practices of multiliteracies for professionals in training is based on the importance given to the socially constructed knowledge within the subject for academic and professional activities, mainly for ideological values related to contemporary society. Finally, in the specific context studied, we observed a pedagogy focused on the multiliteracies, forming critical thinkers, creators of meaning to transform beyond what is known as purely functional users.