GENDER PSA AND ENGLISH LANGUAGE TEACHING

A DIDACTIC INTERVENTION BY DESIGN BASED ON AN ACTIVITY OF THE NET- ESCOLA GOIÁS PORTAL

Abstract

This article is the result of an activity developed in the 1st grade of High School in the discipline of English Language, in a school of the state education network in the city of Catalão-Goiás. The activity was designed from a digital discursive genre present in the Net-Escola Goiás Portal, the PSA (Public Service Announcement) genre. This investigation is justified by improving and/or fostering the activities of production of didactic materials that propose to work on the Pedagogy of Multiliteracies, aiming to develop multimodal reading and the criticality of

students, enabling authorial textual production that inserts them in contemporary social practices. The most relevant objective is to show that the pedagogical actions carried out in the classroom can be improved in the light of the theory of multiliteracies based on research already carried out in accordance with the assumptions of the BNCC and its adaptations to the state of Goiás through the DC-GOEM. To fulfill these purposes, the methodology adopted initially comprises the presentation of the digital genre and then the three stages of the methodology selected as the core of our intervention, Learning by design, which comprises the situated practice of design, the design phase of the theme with the development of the critical framing of the learners and the transformed practice (redesigning). In the discussions undertaken, we used the New London Group (1996) as a theoretical framework; Cope and Kalantzis (2015); Kalantzis, Cope and Pinheiro (2020); Rojo (2013) and Tílio (2016). The results showed motivation and engagement on the part of the students who took a critical position, showing themselves to be protagonists when elaborating authorial productions using multiliteracies, including digital literacy.