Multiliteracies in the teaching of emancipatory argumentation

Authors

DOI:

https://doi.org/10.11606/issn.2236-4242.v36i3p91-105

Keywords:

Argumentation, Social Practice, Literacy Project, Learning and Teaching, Elementary School

Abstract

Communicative practices in contemporary society require a social use of language that presents another meaning to conventional reading and writing practices. Within these practices, there are situations in which it is necessary to argue to have an active role in the world while searching for the assurance of rights. By acknowledging the need to invest in those practices, this article analyzes the potential of multiliteracy in teaching argumentation as an emancipatory social practice. This became possible thanks to the literacy project (LP) which was developed in a 5th-grade class at a public elementary school in Rio Grande do Norte. To do so, we utilized part of the data that focused on the activities and discursive genres that arose in the development of the LP. Results from the analysis point to both the transformation of the meaning of reading, writing, listening, and speaking practices as well as the oral production of printed, digital, multisemiotic, multimedia texts and to the multiliteracy potential to transform students and educators into agents that argue considering the social variations, focal point in teaching argumentation through an emancipatory perspective.

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Author Biographies

  • Júlio Cézar Dantas de Araújo, Universidade Federal do Rio Grande do Norte

    Mestrando em Linguística Aplicada pela Universidade Federal do Rio Grande do Norte (Brasil).

  • Glícia Azevedo, Universidade Federal do Rio Grande do Norte

    Doutora em Linguística Aplicada pela Universidade Estadual de Campinas (2008).
    Docente na Universidade Federal do Rio Grande do Norte (Brasil).

  • Débora Praxedes Morais, Universidade Federal do Rio Grande do Norte

    Doutoranda em Linguística Aplicada pela Universidade Federal do Rio Grande do Norte (Brasil).

References

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KLEIMAN, A. Os significados do letramento: uma nova perspectiva sobre a prática social da escrita. Campinas, SP: Mercado de Letras, 1995.

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Published

2023-12-28

Issue

Vol. 36 No. 3 (2023): Teaching Argumentation

Section

Articles

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Copyright (c) 2023 Júlio Cézar Dantas de Araújo, Glícia Azevedo, Débora Praxedes Morais

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How to Cite

ARAÚJO, Júlio Cézar Dantas de; AZEVEDO, Glícia; MORAIS, Débora Praxedes. Multiliteracies in the teaching of emancipatory argumentation. Linha D’Água, São Paulo, v. 36, n. 3, p. 91–105, 2023. DOI: 10.11606/issn.2236-4242.v36i3p91-105. Disponível em: https://revistas.usp.br/linhadagua/article/view/211413.. Acesso em: 3 jun. 2024.