Teaching in Portuguese Language: Exploring Literacies and Multiliteracies Criti-cally

Abstract

The approach to Portuguese language education, by critically exploring the concepts of literacy and multiliteracy, transcends the mere transmission of linguistic knowledge to embrace a broader and more engaged vision of language. Instead of being limited to traditional grammar and literature teaching, this approach recognizes the importance of empowering students to understand and produce texts in different contexts and media. This entails not only teaching reading and writing but also developing the ability to critically analyze texts, question dominant discourses, and express their own ideas coherently and persuasively. Critical literacy encourages students not only to passively consume information but to become active participants in the construction and deconstruction of meanings. This implies a deeper understanding of the power of language in shaping individual and collective identities, as well as in perpetuating or contesting power structures. Moreover, the multiliteracy approach acknowledges the diversity of communication forms in contemporary society, extending beyond traditional written text. It values multimodality,

including visual, auditory, and digital elements, and encourages students to develop skills in different languages and media. In this context, authors such as Kleiman (2007), Rojo (2012), Street (1984), Souza (2021), and Freire (2001), among others, have significantly contributed to a more critical and comprehensive understanding of Portuguese language teaching.