A importância dos multiletramentos no livro didático no ensino da língua inglesa: análise de uma coleção do ensino médio

Abstract

Multilearning pedagogy makes relevant contributions to English language teaching, as it provides more dynamic teaching and promotes the development of students' linguistic and sociocultural skills. The assumptions of this teaching are therefore included in teaching materials and are legitimized in the official documents that guide the teaching practices of textbooks and theories of teaching and learning. The analysis of textbooks is considered essential because it is the way in which multilingualism materializes in the classroom, and it is an instrument that contributes to effective and meaningful learning. In view of this, this work aims to address the importance of multilearning in the teaching of English in textbooks, highlighting the importance of using textbooks that meet the challenges and perspectives of education in the current conjuncture. The theoretical framework adopted in this research focuses on authors who discuss the emergence of Multilearning and its importance in English language teaching, Multilearning in the BNCC, the importance of the textbook from the perspective of multilearning, such as: Rojo (2012), Ribeiro (2020), Quirino de Sousa (2011), Oliveira (2007), Dionísio (2014), among others. The research was carried out through qualitative bibliographical research, consisting of an exploratory investigation of the corpus with a view to the activities of three sections provided by the textbook of the high school collection. The corpus consists of a total of 09 clippings of activities taken from the Before Reading, Reading and Writing sections of the book way to go! (2016). In the analysis of the results, we investigated whether the activities in the Before Reading, Reading and Writing sections of the Way to go! collection are related to multilearning with reference to the categories: multicultural and multimodal according to their criteria. The preliminary results show that the activities in the Before Reading, Reading and Writing sections are in line with the proposal of multilearning, as they present a variety of texts and genres, which provides critical and reflective reading and proposes different languages, encouraging student interaction, developing their autonomy, making them the protagonists of their own history, in a democratic way of teaching that encompasses different contexts.