Os multiletramentos como motivadores da prática de leitura em sala de aula.

Abstract

This work presents the relevance of reading as an indispensable tool in the process of intellectual and social development of the human being and, therefore, its prominent place in school. In this sense, there is an urgent need to bring the reading performed at school closer to the contexts and supports in which children and young people currently read in their daily lives. Thus, this work has the general objective of discussing Multiliteracies as motivators of reading in the classroom, as they present themselves as mechanisms that can collaborate for the development of proficient readers, by developing competences and abilities that confer autonomy and criticality in the most different contexts of language use. Constructed from a bibliographical research and of a qualitative nature, this This work presents a theoretical contribution based on studies by Soares (2017-2002), Köche and Marinello (2017-2015), Rojo and Moura (2012), Antunes (2009-2003), Ribeiro (2006-2007), Koch and Elias ( 2006), Marcuschi (2003-2001), Bräkling (2000), Solé (1998), Chartier (1998-1996) and Kleiman (1995-1989). Divided into four chapters, the first presented introductory considerations about the importance of reading inside and outside school and the need to innovate their practices, from the use of various text supports, especially those involving Information and Communication Technologies (ICTs). In the second chapter, the theoretical foundation of the research was elaborated, using the concepts of Reading and Literacy, from some of the main scholars of these themes, in addition to the study of Multiliteracies and its use to promote a reading on the screen that is interactive, dynamic and collaborative, developed from textual genres argumentative. The third chapter presented the methodological course that guided the research, its nature and the explanation of an Intervention Proposal for the work with reading. In the fourth and final chapter, the Intervention Proposal was developed, based on reading workshops, to be carried out at the Francisca Josué de Souza Basic Education School. Carneiro, in Deputado Irapuan Pinheiro-CE, with Portuguese Language teachers from the 9th grade of Elementary School. It is expected, then, that this material contributes to fruitful reading actions, in which the Multiliteracies have an effective presence and enable the critical and social formation of readers.