TEMOTEO, T. D.; http://lattes.cnpq.br/9118582018153035; GONÇALVES, Thaise Duarte Temoteo.
Resumen:
As the digital technologies and digital media evolve, new textual genres are
emerging, thus boosting the need for the school to form multilevel individuals. In this
context, we asked how the teacher could perform his / her Portuguese language
classes so that he / she would train multilevel students in the use and production of
textual genres? This question is the guiding source that directs this research, when
seeking in the retextualization a bridge to the process of teaching learning through
the genres, through the multilettering [multiletramentos]. So, this work aims to
understand the process of retextualization of the genre song to the “hypertale”
[hiperconto] genre, through multilettering, as a motivational, meaningful pedagogical
practice for the student of the 21st century. For this, the studies presented here are
based, in particular, on the theoretical contributions of Rojo (2012), when addressing
the multilettering and its contribution in language teaching, Marcuschi (2008; 2010),
with the process of retextualization and teaching through textual genres, Spalding
(2010) and Dias (2012) with the genre hypertale, and Tatit (2003) with the song
genre. As for the methodological procedure, we adopted a qualitative bibliographical
research, because it seeks to understand how the retextualization process occurs
through multilettering. The results of the studies indicate that the retextualization of
textual genres through multilettering is an activity that occurs in an attractive,
meaningful, efficient way, and so, it is necessary to involve the students in their social
practices. In this context, it is necessary to provide students some activities that
involve the new textual genres, as well as digital resources, so that they can learn, in
a conscious and consistent way, the mechanisms of reading and producing a text, in
a motivating way, becoming individuals capable of acting critically in their social
space. In order to finish it, we propose a retextualization activity, from the song genre
to the hypertale genre, in a multilevel perspective, to be carried out in a 2nd year
High School class, with the intention of contributing to the teaching work in the
classroom.