O uso dos multiletramentos em sala de aula: uma proposta de retextualização da oralidade para a escrita.

Abstract

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.