Entre signos, significações e saberes: o multiletramento na formação continuada de professores do município de Alegre/ES
Carregando...
Data
2025-12-19
Autores
Pirovani, Fernanda de Freitas Machado
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal do Espírito Santo
Resumo
This dissertation aimed to understand teacher education in the context of Portuguese Language (PL) teaching, mediated by multiliteracies, based on teachers’ perceptions, analyzing how these approaches may foster the learning of students in the 5th year of Elementary Education (EE). The study contributes to the debate on Portuguese Language teaching by grounding itself, initially, in the perspective of multiliteracies, as proposed by Rojo (2012), and subsequently in the Semiotics of Charles Sanders Peirce (2005), understanding language as a system of signs constituted within social relations and historical and cultural contexts. A methodological approach oriented toward the development of basic proficiencies in reading, writing, and multiliteracies was adopted, articulating these competencies with a curriculum that prioritizes integrated practices, such as reading, linguistic analysis, literary analysis, text production, critical reflection, interpretation, and grammar. To this end, the research was conducted in a municipal public school in Alegre, Espírito Santo, through a qualitative and exploratory approach. Semi-structured interviews were carried out with teachers working in the 5th year, with the aim of analyzing the possible contributions of Peircean semiotics to the notion of multiliteracies, considering the learning gaps observed among students in the final years of Elementary Education with regard to reading, text interpretation, and writing. It is important to emphasize that issues related to reading, text interpretation, and writing are not limited to curricular prescriptions or pedagogical practices, but are articulated with broader socio-historical-economic contexts, permeated by neoliberal logic that impacts students in public schools, who are predominantly from working-class backgrounds and socially subalternized groups. In this scenario, the research sought to demonstrate that Portuguese Language teaching can transcend normative and instrumental memorization, constituting itself as a space for the construction of signs, meanings, knowledge, and dialogue, especially when guided by a semiotic perspective.
Descrição
Palavras-chave
Língua portuguesa , Multiletramentos , Semiótica