Transmedia Narrative: A proposal for multiliteracies in Primary Education
In the present article, we present the results of an action research that proposes the use of Transmedia Narrative for teaching Portuguese in Elementary Education. The pedagogical application of the Transmedia Narrative can provide strategies for creating activities that allow students to develop sk...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Federal de Uberlândia (UFU) |
| Repositorio: | Letras & letras (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.www.seer.ufu.br:article/57562 |
| Acceso en línea: | https://seer.ufu.br/index.php/letraseletras/article/view/57562 |
| Access Level: | acceso abierto |
| Palabra clave: | Narrative Transmedia Transmediality Multiliteracies Teaching Narrativa Transmídia Transmidialidade Multiletramentos Ensino |
| Sumario: | In the present article, we present the results of an action research that proposes the use of Transmedia Narrative for teaching Portuguese in Elementary Education. The pedagogical application of the Transmedia Narrative can provide strategies for creating activities that allow students to develop skills related to multiliteracies, a concept proposed by the New London Group (1996) and recommended by the Brazilian Common Curriculum Framework. An analysis of the process and the final product of the transmedia narrative produced by students in a public school in the state of São Paulo indicates that a pedagogical application of Transmedia narrative can significantly develop knowledge of both narrative as a text typology (ADAM, 2019) and digital culture, in addition to developing writing and reading skills for the most varied genres (BAKHTIN, 1997). Eventually, students’ leading role and criticality are promoted through collective and collaborative activities. |
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