Multiletramentos e interações que levam à formação de designers sociais ativos no contexto escolar

Abstract

In the 21st century education, one of the challenges of the school is to develop a network, occupying new spaces of interaction and communication in digital society. Developing teaching practices that promote new literacy in the school context. This research, based on a conception of language as interaction, aims to understand what interconnections a network project can trigger and what changes they result in the school context. Our data is generated from the development of an advertising campaign in which ninth grade students of a public elementary school, located in São Leopoldo, RS participate. The work with discursive genres that circulate in the digital culture, in the project, enabled us to reflect on the principles of new literacy and multiliteracy, discussing and considering the concepts that underlie the participatory culture, as well as formation of a network (of interactions and learning) which connects through genres to the school community, valuing communicative processes in school context. The paper was based on Literacy studies (STREET, 2010, 2012; WENGER,2001; BARTON; LEE, 2015; KLEIMAN, 2008/2012), Multiliteracy studies (GNL, 1996; COPE; KALANTZIS, 2015; ROJO, 2012, 2013, 2015), Participatory Culture studies, (JENKINS, 2009), network definition (DI FELICE, 2012; CASTELLS,2009) and on the methodological proposal of Genre Education Project (KERSCH; GUIMARÃES, 2011; GUIMARÃES; KERSCH, 2012, 2015) for teaching Mother Language. The research is qualitative-interpretative and has as theoretical-methodological support to the generation of data the research-action. The results allow us to reflect on mother tongue teaching in a Multiliteracy perspective and understand genres as catalysts of network and as a central axis in teaching practice. The campaign production strengthened the identity of the students in the school environment by promotion a network, with new learning spaces in and out of school so students identify themselves, strengthen themselves and value their own school, making use of different languages, cultures, and technologies to develop their citizenship and youth empowermentIt is possible to conclude that, in this learning process, the students perceived themselves as active social designers and re-signified their own learning, interpersonal relationships and, as consequence, their identities inside and outside the school space. We have come to realize that the architecture of the Multimodal Interdisciplinary Project can contribute with new reflections from the project, causing the construction of a new ethos in the student's formation and the school culture, expanding the teaching perspective to a didactic practice that will dialogue with new literacies of Education of 21st century.