A retextualização de contos à luz do interacionismo sociodiscursivo e dos multiletramentos.

Abstract

The development of this work started from the thought that it is important for teachers to adopt pedagogical practices that can strengthen the approach about text in the classroom. Thus, we understand that it is necessary to transpose, didactically, ideas about the retextualization processes (MARCUSCHI, 2010), based on aspects related to literacy (KLEIMAN, 1995); (SOARES, 2014), (STREET, 2014), to multi-instruments (ROJO, 2012) and ISD (BRONCKART, 2006), with a view to promoting successful moments with genres textual. Thus, the objective to be achieved concerns the analysis of the retextualization processes, which are contributors to the teaching practice in the through the retextualization of a short story Footage From it we can see how teachers can develop actions, based on the aforementioned theoretical contribution, and broaden the students in relation to texts that are worked in the classroom, according to with its degree of literacy, among other issues related to the text, seen as a social product of language. In this sense, what we realize is that textual approach, in order to develop the retextualization, was important for the conception of a new vision of the student about the text, besides to contribute to the teaching work. We also saw in the multi- motivating tool for the cognitive development of students.