PEDAGOGICAL ACTIONS IN CONTEXTS OF DIGITAL MULTILETRAMENTS: challenges to the teacher of the initial years of elementary education

Abstract

This study proposes reflections on the pedagogical actions that involve the multiletramentos, developed by teachers of the initial years of Elementary School, in the daily life of the classroom. We assume that the appropriation of digital technological artifacts by children, adolescents and young people is increasingly intense, offering them opportunities to connect to the world. Thus, educators are challenged to immerse themselves in this context in order to understand it critically, in order to build knowledge that broadens, deepens, gives relevance and relevance to the contents that must be taught by the teacher, aiming to promote learning situations that meet the demands Posed to the subjects by the current society. Thus, with teachers, dialogues and reflections were generated on the organization of a curriculum that will form primary school teachers for the development of meaningful reading and writing actions, such as social practices, woven by multimodal and multisemiotic languages, which are made possible by Technologies.