ESTUDOS DE (MULTI)LETRAMENTOS: CONSTRUÇÃO DE PREMISSAS TEÓRICO-DIDÁTICAS POR PROFESSORES EM FÓRUNS E CHATS ACADÊMICOS

Abstract

In order to understand theoretical and didactic premises of teachers about (multi)literacies, we analyzed five discursive forums and seven chats of students of a post-graduate course in Literacy and Multiliteracies in e-learning modality. We verified the discussions about the new studies of teaching and pedagogy of multiliteracies focused on social practices. Our aim is to comprehend how teachers understand such theoretical premises and how they experience issues about literacy(ies) and multiliteracies in school environment. For a discussion on new literacies studies, we are based in the works of Street (2003, 2014), Soares (2002, 2003, 2004), Kleiman (1995, 2006); and for multiliteracies studies, we take NLG base (1996); Kalantzis and Cope (2008). The analyzed posts demonstrate that teachers of this course have more theoretical knowledge than concrete experiences in classroom, that is, they can conceptualize the terms, but they make few links with their experiences in classroom.