Os multiletramentos no livro de Língua Portuguesa do novo Ensino Médio

Abstract

The objective of the article is to describe and analyze the Portuguese Language book in the New High School scenario with regard to “Multiliteracies”, aligning with the four linguistic axes (orality, writing, reading and linguistic/semiotic analysis) expressed in the Common National Base Curriculum and then outline reflections, as well as which teaching alternatives they can favor the teacher's work and student learning. Since we seek to answer these questions, the research will use the phenomenological method. The theoretical framework used was the document from the National Common Curricular Base (Brazil, 2018); the articles by (Ota, 2009), (Medeiros, 2016), (Xiriqueira, 2021), (Oliveira, Teixeira and Silva, 2021) and the “Book Textbook of Portuguese: policies, production and teaching (2020) by Clécio Bunzen; “Literacy: a theme in three genres” (2009), by Magda Soares; the “Linguistics Manual” (2008) by Mário Martelotta; “The great theories of linguistics” (2006) by Marie - Anne Paveau, “Multiliteratures at school” (2012) by Roxane Rojo and Eduardo Moura. All these articles and books form a bibliographical research. The study material that served to analyze the research object (the Multiliteracies) is a volume from “Editora Moderna” called “Language and Behavior: Literary Styles, Linguistic Variation, Consumption and Counterculture” (2020) written by Portuguese language teachers , Maria Abaurre, Marcela Pontara and Maria Bernadete Abaurre. The research found that language teaching should focus on the different languages ​​in their different uses that are established in society, such as technological, visual, spatial, etc., (which now includes Multiliteracies) and not just verbal ones ( these being the ones that had their emphases added by traditional linguistic currents), making teaching more meaningful to students, as it will establish knowledge of the multiplicities of languages ​​that exist in society.