Digital technologies and multiliteracies y pedagogy: challenges for teaching textual genres
Sharing the reflections of Marcuschi (2002), Rojo (2013, 2012), Lemke (2010), among others about the relevance of Multiliteracy Pedagogy, and Digital Technologies, this article aims to present theoretical reflections about this multimodal perspective and its assumptions for teaching the Portuguese l...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal de Campina Grande (UFCG) |
| Repositorio: | Revista Letras Raras |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs2.revistas.editora.ufcg.edu.br:article/469 |
| Acceso en línea: | https://revistas.editora.ufcg.edu.br/index.php/RLR/article/view/469 |
| Access Level: | acceso abierto |
| Palabra clave: | Multiletramentos; Tecnologias digitais; Gêneros textuais; Ensino. Multiliteracies; Digital technologies; Textual genres; Teaching. |
| Sumario: | Sharing the reflections of Marcuschi (2002), Rojo (2013, 2012), Lemke (2010), among others about the relevance of Multiliteracy Pedagogy, and Digital Technologies, this article aims to present theoretical reflections about this multimodal perspective and its assumptions for teaching the Portuguese language. Multiliteracies and digital technologies express one of the challenges for stricto sensu graduate programs in the country, as well as for teachers' daily practice. This is a bibliographical research, in the area of Applied Linguistics in theoretical contributions of scholars who have been discussing pointing challenges and contributions of multiliteracies and digital technologies. The study points to the alternative of increasingly resizing the curriculum of educational contexts to incorporate multiliteracies allied to digital artifices in order to reflect on the perceptions of language in modern times and the emerging demands. |
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