Práticas de multiletramentos no ensino remoto: uma proposta pedagógica de ensino de Língua Inglesa baseada na aprendizagem por desing.

Abstract

The main objective of this work is to understand multiliteracies as a pedagogical proposal for remote teaching of the English language in times of the covid-19 pandemic, affected from the year 2020, using the concept of Learning by Design. For this, authors such as Soares (2009), Kleiman (2005), and Rojo (2004, 2009 and 2015) were used to present the concepts of literacy and multiliteracies. Still in the first section, Cope and Kalantzis (2015) are used to define Learning by Design as a theory of multiliteracy pedagogy, based on Knowledge Processes; and Anecleto and Oliveira (2019), along with Dias and Strecker (2019), to deal with digital technologies related to the teaching and learning process. Moser (2020) and Schneider and Schneider (2020) are also used on the challenges of distance learning during the pandemic period; and Moreira and Dias- Trindade (2020), with the definition of distance education. With that, the didactic proposal presented here could guide us about the construction of knowledge as a two-way street between teaching and learning, integrated in educational scopes - real and virtual - based on knowledge movements (experience, conceptualize, analyze and apply), and its application in the classroom during the pandemic period is feasible.