Within the (trans) interdisciplinary perspective of Applied Linguistics, this research aims to
bring a theoretical reflection, from a dialogical conception of language, on the use of Digital
Communication and Information Technologies in language teaching under the approach of
multimodalities applied to multiliteracies, in the context of technical high school,Campusat
Palmas. To this end, we resorted to the notion of dialogism, proposed by Bakhtin, to studies
that discuss digital technologies in the development of reading and writing in hypermodernity,
to various conceptions and reflections on the multiplicity of texts. The study was conducted
under the logic of qualitative research, as its approach, which was developed from an
interpretative analysis of quantitative data, related to the didactic-pedagogical work of the
teacher of languages of the Integrated High School (EMI) of the Federal Institute of Tocantins
Education - IFTO - Campus Palmas and respective to the generation of results; as basic
research as to its nature; as a descriptive and exploratory research as to the objective; and as a
bibliographical, documentary and field research, regarding the procedures. From this
perspective, the research was developed focusing on the approach of text multimodalities,
suggesting a pedagogy focused on social practices, centered on the subjects as agents in their
own knowledge processes. Especially when we focus on the subject of teaching reading and
writing in a hypermodern context, dominated by ICTs, multi-elements and multi-modalities,
according to what Rojo (2012) provides. The object of study of this research pointed a
coherent basis for the understanding of the phases that constitute the approach of the teaching
and learning of languages, within the perspective of the multiple semioses that integrate the
new texts, that allow the reflection on the teaching of the reading and the writing. in the
hypermodern society dominated by information and communication technologies. To this
end, the research used as basis Bakhtin's circle, which are conceptions that do not understand
discourse only as a style, but in meanings, focusing on learning open to differences, changes
and innovations, cultural multiplicity that interrelates and in the plurality of texts that circulate
in contemporary societies, considering the flexibility, the creative forms and the refraction of
the meanings of the utterances, according to their forms of plurilingualism. The results of the
research appear in the presentation of an analysis developed from the theoretical methodological paths of the present study, based on the data generated, mainly with the field
research that provided the application of two questionnaires and a workshop, denoting that:
teachers (subjects) know, but do not give due importance, as well as do not hold the multi instruments; teaching strategies are developed using digital information and communication
technologies (TDICs), but this use is not intentionally made in the light of multi-tooling
pedagogy; Digital Technologies are used in the pedagogical activities of language teaching,
but it is not a planned use and focus on the multi-tools, nevertheless contributes to the student
to appropriate the skills and competences of the reading and writing system; The promotion /
dissemination and qualification of multi-literate participation in hypermodernity is possible
from an intentional formation process based on the context of contemporary social practices,
and this is viable through a critical and reflective teaching, which provides real experiences
with ICTs. and the multisemioses of language; Reading and writing practices should
contemplate the linguistic and sociocultural pluralism of multimodalities, based on social
practices. Thus, the answers obtained contemplated the achievement of the objectives
proposed for this research.
|
