Multiliteracies and teachers' perceptions of reading and writing in different areas of knowledge
DOI:
https://doi.org/10.18675/1981-8106.v35.n.69.s18001Keywords:
Education. High School. Reading and writing. Literacy. Multiliteracies.Abstract
This study aims to investigate teachers' perceptions of students' reading and writing skills in various subject areas. The research involved analyzing a questionnaire completed by the teaching staff of a public high school in the Vale do Paranhana, Rio Grande do Sul, Brazil. The data were analyzed qualitatively, within the theoretical framework of the New Literacy Studies, based on Gee (2004), Street (2014), and Lea and Street (2014). The results indicate that many teachers identify students' difficulties and recognize that teaching reading, interpretation, and writing is a shared responsibility across all subjects, highlighting the importance of addressing the analysis and interpretation of various texts in Portuguese classes. The study also underscored the need for teachers to delve deeper into the theory and practice of multiliteracies. These findings provide insights for reflecting on the contributions of working with Multiliteracies Pedagogy in public schools from the theoretical perspective of the New London Group (Cazden et al., 1996), Rojo and Moura (2012, 2019), Ribeiro (2020), among others. The New Literacy Studies demonstrate that literacy goes beyond the mastery of letters and words, involving the understanding and use of language in various contexts and purposes.
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