Estratégias de ensino de multiletramento para estudantes do 4° ano do ensino fundamental I de inglês

Abstract

Multiliteracy teaching goes beyond the traditional learning of reading and writing, integrating different languages and modes of communication, such as texts, images, sounds, and digital technologies, which are essential in the contemporary educational context. This study aims to analyze, through a bibliographic review, how the use of pedagogical strategies based on the concept of multiliteracy can enhance the teaching of English to 4th-grade students in elementary school, promoting the development of linguistic, cognitive, and cultural competencies. The research is characterized as qualitative with a bibliographic focus, conducted through the analysis of books, scientific articles, and academic documents published between 2018 and 2024, ensuring updated and relevant information. The results highlighted that the use of multimodal resources, such as videos, podcasts, digital games, and varied text genres, as discussed by Silva and Neuenfeldt (2024), enriches the teaching-learning process by increasing student engagement and fostering critical and collaborative skills. However, challenges such as insufficient technological infrastructure in schools, as addressed by Paiva (2022), and the need for ongoing teacher training were identified as barriers to the full implementation of these practices. It is concluded that pedagogical strategies based on multiliteracy are effective in making English teaching more dynamic, inclusive, and aligned with 21st­century demands. It is suggested that future research and educational policies prioritize investments in infrastructure and teacher training, enabling a broader and more efficient application of this approach in the Brazilian school context.