Multiletramentos e Multimodalidades no Ensino Médio Integrado

Compreensões Docentes entre o Conceito e a Prática

Abstract

Abstract: This article analyzes the understandings and practices of language teachers in Integrated High School (EMI) at a Federal Institute regarding multiliteracies and multimodalities. Grounded in Applied Linguistics and the dialogical conception of language, the study investigates how teachers understand and incorporate these perspectives into their reading and writing teaching practices. The research, which adopts a qualitative approach with interpretative use of quantitative data, was conducted with six language teachers (Portuguese, Spanish, and English) from IFTO – Campus Palmas, using questionnaires, classroom observations, and a pedagogical workshop. The results reveal that teachers associate multiliteracies with linguistic diversity, new forms of reading, and student protagonism; and multimodalities with different modes of language representation and the use of digital technologies. However, a significant gap between conceptual recognition and intentional application in pedagogical practices is evidenced. The pedagogical workshop proved capable of promoting resignifications, especially regarding the understanding of multimodality as constitutive of all texts, but the changes were limited and conditioned by contextual factors. It is concluded that, although teachers recognize the importance of multiliteracies, continuing education needs to articulate theory and practice systematically, overcoming the unsystematic or intuitive use of multimodal resources. The study contributes to the discussion on teacher education in technical-integrated teaching contexts, pointing to the need for formative devices that integrate practical experience and critical reflection.

Keywords: Multiliteracies; Multimodality; Reading and Writing Teaching; Integrated High School; Teacher Education.