A pedagogia dos multiletramentos: uma proposta para a formação continuada de professores.

Abstract

The aim of this article is to present a bibliographic study about the Pedagogy of Multiliteracies (New London Group, 1996), exemplifying its concepts in a practical way, in order to suggest ways to improve the teachers’ practice, considering the meanings of multimodal and semiotic texts. It is also intended to emphasize the importance of the teacher continued formation (Freire, 2011; Ghedin, 2005) as a significant way to be in touch with new manners of thinking their practices in the classroom. With this in mind, teachers will look for and test new methods through the critical and reflexive analysis of his/her practices, which improve the teaching and learning process, approaching the semiotic and multimodal discourses of our contemporary time. In this context, the Pedagogy of Multiliteracies can be studied and analyzed by teachers, serving as a theoretical support to the elaboration as significative reading and writing activities in classroom.