Práticas de retextualização por meio dos multiletramentos: do gênero conto à midia podcast

Abstract

From my experience as a teacher of Portuguese Language and related subjects in Elementary School I and II for almost two decades, I realize that many students end this cycle without having developed the main skills regarding writing. This problem reveals the need to promote changes in the practice of teaching Portuguese. In this context, it is possible to re-signify pedagogical practices, develop activities in an innovative environment, considering the reality of each one and promote the development of their potential. Theorists such as Bakhtin (1992), Dell'Isola (2007) and Marcuschi (2010) brought relevant contributions by presenting theories that consider texts as social practices, through which speakers/authors are seen as protagonists in their productions. From this point of view, texts are constituted as social practices and no longer as mechanisms for working on grammar in the school context. And it is in this context of resignification of the teaching of reading and writing that this research is anchored. The main objective of this work is to promote multiliteracies from the production of didactic material for teaching the discursive genre short story, in a process of retextualization for the discursive genre of digital podcast culture. For this, a Didactic Sequence was elaborated with activities that include reading and analysis of short stories, listening to digital texts, proposals for retextualization from a classic story to a contemporary story and the production of podcasts, which will enable students to perceive themselves as agents in the learning process. I emphasize that this didactic material can contribute, in a relevant way, with Portuguese Language teachers to think about how these practices can improve reading and writing and promote the formation of critical and participative subjects.