Multiletramentos nas aulas de língua inglesa: integrando fotografia, rede social e escrita

Abstract

The present study aims to understand how the work with photographic images, associated with writing and a social network, can influence the teaching of English language from the conceptions of multiliteracies. It also has as an object to verify if the use of photographs in language teaching can contribute to sharpen the visual perception (CALLOW, 2005, JOLY, 2010 and KOSSOY, 2014). For this purpose, we start with the principles presented by the New London Group in its manifesto A pedagogy of multiliteracies: designing social futures (CAZDEN et al., 1996) and the four knowledge processes addressed by multiliteracies theorists - experiencing, conceptualizing, analyzing and applying (COPE and KALANTZIS, 2009 and 2015, KALANTZIS and COPE, 2010). The investigation was applied in English classes of two elementary school groups, 6th and 7th grades, of the State College Prof. Brasílio Vicente de Castro, in the city of Curitiba. In order to carry out the research, we used photographs of the collections Playground and Where children sleep, by the artist James Mollison, as well as the educational network Edmodo. The description and analysis of the implementation of the tasks demonstrate that the processes of knowledge mentioned above were observed through the whole course of the study, in a non-linear way, generating a learning movement in which the involved ones participate in a colaborative manner. The analysis also presents challenges and possibilities for teaching English considering multiliteracies, especially through photography, social networks and writing.