DIGITAL GENRES

multiliteracies in Portuguese Language and Literature classes

Abstract

This research aims to investigate how the teaching of music and visual/virtual poems contributes to the multiliteracy process of Basic Education students. Considering that literary literacy, as well as multiliteracies, are essential factors for the formation of critical and ethical student-readers, it is necessary to implement literary teaching from the first years of schooling, so that the student throughout his/her schooling you will know the importance of the literary text in your life. According to Cosson (2009) literary literacy makes the student master the practices of reading literary texts, ensuring that the student-reader is able to establish meanings related to the socio-cultural reality. The literary text has the power to associate reality with the imaginary. Thus, the question to be answered with the research is: What possible strategies for reading music and visual/virtual poems can be used in teaching these genres in Basic Education? This research is the result of an extension project entitled Multiliteracies in Portuguese Language classes: printed and digital discursive genres. The analyzed texts were taken from the websites https://arararevista.com/a-poesia-visual-de-fabio-bahia/, https://m.letras.mus.br/ and https://youtu.be /DwVc0G3IKU4. We emphasize that the research presented here is an excerpt from a larger research, in which we have an experience report on workshops held in Basic Education, but for reasons of space, here we present only the analysis of texts, as a possibility of reading strategies and text production. As a theoretical contribution to the research, we used Bakhtin (2016); Cosson (2009, 2017); Candido (2011); Red (2019); among other authors. As a result, we highlight the importance of teaching digital genres in basic education, based on strategies that develop literary and digital literacy. We also highlight the importance of strategies for reading the literary text that contemplate the humanizing power of literature, and the constitutive dialogic relationships of the senses.