Atuação do professor de língua portuguesa na aplicação da sequência didática sob o viés dos multiletramentos

Abstract

This article aims to analyze how Portuguese language teachers use multiliteracies using the textual genre of opinion articles. The corpus analyzed is the textbook from a state public school in Minas Gerais. We seek to answer the following question: how does the Portuguese language teacher in his practice develop the student's linguistic competence in relation to the study of the textual genre opinion article, through didactic sequences? This is a qualitative-interpretive, empirical and bibliographical research that analyzes the execution of didactic sequences in the study of textual genre and how they use different multiliteracies for the successful collaborative learning of high school students. In this sense, our theoretical framework is based on the axial constructs of the work of MARCUSCHI, MOTTA-ROTH, Désirée, Roxane Rojo and Bakhtin (1990). For Bakhtin, in which reality is essentially contradictory and in permanent transformation, when we approach this author's research, we can understand how dialogism in textual genres can be evoked in the different languages and social contexts contained in the discursive practices of these teachers who live their experiences schoolchildren. The research showed that multiliteracies practices need to advance to keep up with changes in the multimodal texts with which students come into contact.