Leitura e escrita no ensino médio : demandas do multiletramento

Abstract

This research investigated the reading and writing in high school to answer the problem: how were pedagogical practices of reading and writing adopted by Portuguese teachers and managers to meet multiliteracy demands? The interest in the subject arose due to questions of our teaching practice in College education when the academic‟s reading and writing difficulties from Campus Luziânia of Universidade Estadual de Goiás which determined the choice of our search field: a state public school where came 70 of the 200 students studied in public schools in Luziânia, of the total of 330 students registered in campus from UEG between the years 2011 and 2014. These information served as indicators of the subjects of our research: managers, teachers and students from school that was in first place in the number of students were sent to the Campus, in that lapse. We had as main objective to analyze the pedagogical practices for the teaching and learning of reading and writing adopted by teachers and managers in order to reach the various demands of multiliteracy in contemporary society and as specific objectives: a) analyze how managers and Portuguese teachers conceived reading and writing to reach the multiliteracy; b) identify which factors influenced the development of the pedagogical practices of reading and writing; c)investigate how Portuguese teachers contemplated the guidelines from the school and Secretaria de Estado da Educação de Goiás official documents for their pedagogical practices; and d)verify as they were considered the sociocultural context and social practices of students literacy to teaching and learning methodologies of reading and writing. Therefore, this study relied on the theoretical contributions of language, literacy and multiliteracy (ROJO, 2000; 2009; 2013 and ROJO; MOURA, 2012); training players (Marcuschi, 2008 and COSSON, 2014); cyberculture and types of readers (Lévy, 1993; 1996; 1999; SANTAELLA, 2004 and RÜDIGER, 2013) and genres (Bakhtin, 1997; 2006; Marcuschi, 2008 and ROJO; BARBOSA, 2015), among others. The data were collected by document analysis; diagnostic questionnaire applied to the director; Portuguese and Writing classes participant observation; semistructured interviews with managers, teachers and students. The translation of information and observation in data followed the inductive method and the analysis, the interpretive theory, whose triangulation allowed answering issues raised in this study. The results showed that the reading and writing practices don‟t answer the demands of multiliteracy, showing the school literacy and the objective to prepare students for college entrance exams, the ENEM and to accomplishment to the curriculum proposal. It might be concluded that the teachers and managers conceptions of reading, writing and multiliteracy are different, which also causes some disagreement pedagogical practices at school and accentuates the minimum curriculum vision for each school subject, without considering the flexibility of the native language for inter and transdisciplinary and the necessity to prepare students for life in society and the exercise of citizenship.