Práticas multiletradas em livro didático: os gêneros digitais na escola

Abstract

Digital technologies change the way people interact. Given the relevance of multiliteracies in language teaching and the social changes that underpin curricular guidelines, this research is based on a series of concerns that relate multiliteracies, digital genres and textbooks. Thus, I raise the following question: what is the role of the textbook in legitimizing digital genres as teaching objects in social practices at school? In this context, the motivation for carrying out this work is the hypothesis that the textbook assumes an integrative role by mobilizing multiliterate practices in the proposals for activities with digital genres. The research also assumes that the proposals for teaching activities with digital genres configure multiliterate practices, however, these proposals still lack the improvement of language practices mediated by these genres, which can lead the student to become a creator of meanings, with skills to critically analyze the meanings that these texts provoke and not just reproduce linguistic concepts, so that the teaching of digital genres is consolidated as a social practice. The general objective of this study is to investigate multiliterate practices that mobilize digital genres in a high school textbook in the area of knowledge Languages and their Technologies, in order to verify the role of the textbook in the proposed activities. The immersion in the investigation as a teacher-researcher allows us to consider the following specific objectives: i) to analyze the concept of language on which the textbook is based and which underpins the multiliterate practices mobilized; ii) to investigate the concept of digital culture in the curricular guidelines presented in the textbook; iii) to analyze the way in which digital genres that circulate in the media are configured as teaching objects in the textbooks; and iv) to problematize the extent to which multiliterate practices focused on the digital genre in the textbook can instigate criticality in the social practices of language. The methodology adopted in this research is based on the assumptions of qualitative research, as it confronts the bibliographic review and discursive analysis with documentary research, since the textbook and the curricular guidelines are documentary sources. To this end, the research source is chapters from a textbook that are part of a collection of textbooks for high school, entitled Identity in action: languages and their technologies (Guimarães et al., 2020). In the analysis, three chapters from the volume <A world of languages= were selected as the research corpus: the chapters <General Considerations= and <Didactic Guidelines=, to investigate the concepts of language and curricular guidelines; and the chapter <Information and communication technologies=, to analyze the multiliterate practices that mobilize digital genres, among which they propose the interpretation of a social media post and the production of a meme campaign. I hope that the results of the research can contribute to the field of Applied Linguistics studies, since the investigation showed the role of the textbook as an integrator of multiliterate practices in the proposals for activities with digital genres, which articulate possibilities to promote the teaching of these genres in schools as social practices that can instigate critical thinking.