Ressignificando a Aceleração: experiências de letramento crítico com a leitura e produção de textos multimodais

Abstract

This socially critical research-action, with a qualitative profile, developed with a flow correction class from the Acceleration project, a Municipal Education Foundation of the City of Niterói policy aimed at re-signifying the school environment in this class. The implementation of the activities sought to redefine the school environment in relation to the Portuguese language teaching and learning, based on the reading and production of the following multimodal texts: memes and documentary. The research, therefore, was carried out at a school in the municipal education system, in Niterói, RJ. Activities were developed and implemented based on theories on critical literacy, multiliteracy, multimodality, in addition to social vulnerability and education for social justice. To this end, a diagnosis of student literacy practices was initially carried out. The analyzed data were generated through classes observation, interviews and structured questionnaires. Based on the students interests and on the meaning production practices identified in this diagnosis, we proposed the development of a participative project of multimodal production. In the first phase of the research, activities involving memes were developed; in the second, the documentary The school of our dreams was produced collectively. Throughout the process of planning, filming and editing the documentary, we articulate the perspective of critical literacy to socially critical research-action, with a focus on teaching and learning the Portuguese language. The results of the research revealed that the teacher, facing the activities implemented, could feel more motivated to teach and become more critical and sensitive to the difficulties in the students' school performance. Regarding students, the results showed that, with the production of the documentary, they felt more motivated to participate in the activities, in addition to feel they are heard, prestigious and valued. These results point to the need for integrated work with the themes discussed nowadays and the different ways of production that consider the contributions of social practices that are recurrent to the reality of the students themselves stigmatized by the trajectory of school exclusion.