Multiletramentos e as tics: novas perspectivas para o ensino de língua portuguesa.

Abstract

Contemporary society is marked by technological and scientific development, marked by the development of various media and the increasing use of space cybernetics and social networks. Given this context, literacy practices become increasingly complex, demanding from the various social and cultural groups the development of specific and differentiated individual competencies and skills, or that is, the requirement for multi-measures to have a better and meaningful interaction in communicative and social practices that have been established in today's society. In this new scenario Information and Communication Technologies (ICTs) where there are new texts, new languages, we must also think about the innovative possibilities and the different alternatives for Portuguese language education and teaching. Thus, to realize This research is based on the studies by Kleiman (2007), Soares (2012), Rojo and Moura (2012) Barbosa and Rojo (2015) among others, with the scope of reflecting some concepts literacy and multi-tooling techniques to emphasize the theoretical investigations of the new studies on the languages ​​that have developed in the last decades and their importance in the school context. We discuss the relevance of new ICTs in the context of changing current communicative practices and their relevant approach in the school context and on the use of the digital textual genre Facebook as an important pedagogical tool for the mother tongue teaching. For this, we present possibilities of pedagogical activities of retextualization that encourage the Portuguese language teacher to develop a work with the current digital genres in their classes, we use as a theme for the conducting such activities Facebook, because we understand that it is necessary to take into whereas this new context of hypermodern society, by technology and the advent of the internet, should be part of teaching-learning practices, as tools capable of providing a more participative and constructive study.