Implicações pedagógicas dos multiletramentos decoloniais translíngues para o ensino de leitura.

Abstract

In this text, under the scope of a bibliographical methodology, we seek to delineate the pedagogical implications that decolonial translangual multiliteracies have for the teaching of reading in basic schooling.Our theoretical background includes the discussion of the concept of multi-literacies, understood as the semiotic processes that have emerged in a society marked by Digital Information and Communication Technologies; of decoloniality, understood as a logic of thinking about knowledge in the context of the South; and of translinguage, understood as the transit of languages that hybridize in the texts through which the multicultural society communicates. With this discussion, we adopted an understanding of reading from a dialogical-interactional perspective, understood as an interaction that requires a responsive-active reader. Based on this, we realize that the pedagogical implications that decolonial translangual multiliteracies have for the teaching of reading are: the work with literacy practices organized from the pedagogy of multiliteracies; the analysis of the different semiotic modes that hybridize in texts; and the adoption of an enunciative-discursive approach to language teaching.