Multiletramentos, materiais didáticos e ensino de língua portuguesa - anos finais do ensino fundamental: uma análise descritivo-interpretativa

• Ano de defesa: 2026
• Autor(a) principal: Godoy, Larissa de Andrade de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; UFSM; Programa de Pós-Graduação em Letras; Centro de Artes e Letras
• Palavras-chave em Português: Multiletramentos; Material didático; Língua portuguesa; Multiliteracies; Multimodality; Portuguese language teaching; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/39190

This research aims to investigate the extent to which the Portuguese Language didactic activities for elementary education, proposed in the textbook published by FTD Educação from the Marist Education System, entitled “Língua Portuguesa – 9º”, 2025 edition, incorporate the pedagogy of multiliteracies regarding the multiplicity of languages, critical literacy, and knowledge processes. To this end, the following specific objectives were outlined: (i) to verify which activities in the Portuguese Language textbook include multimodal genres; (ii) to describe these activities in terms of the nature of language practice, levels of complexity, and the knowledge objects addressed, in order to assess the degree to which they promote criticality and the diversity of languages; and (iii) to analyze whether the didactic activities foster a critical and reflective teaching and learning process, based on the knowledge processes (experiencing, conceptualizing, analyzing, and applying) proposed by the pedagogy of multiliteracies. This research adopts a qualitative approach, which aims to understand and interpret teaching activities related to Portuguese Language based on multiliteracies. The corpus consists of the activity sections on Reading, AL/Semiotics, and Text Production, as well as the Pratique subsections aligned with the Base Nacional Comum Curricular (BNCC). The theoretical and methodological framework is grounded in (Multi)literacies Studies (Kleiman, 2000; Rojo; Almeida, 2012; Kalantzis et al., 2016), the guidelines from national curricular documents (BRASIL, 1998, 2018), and Systemic Functional Linguistics (Halliday; Matthiessen, 2004, 2014; Fuzer Cabral, 2014), especially the language strata and the transitivity system, which serve as our main analytical tools. The results also show the predominance of the articulation between visual and linguistic resources, as well as reading and linguistic/semiotic analysis practices. Regarding critical literacy, activities focused mainly on text comprehension, while dimensions related to critical action appeared less frequently. Concerning knowledge processes, “Analyzing Critically” and “Conceptualizing” were the most frequent, whereas “Applying Creatively” appeared less often. It is concluded that the textbook demonstrates significant alignment with the multiliteracies perspective, although challenges remain regarding the expansion of authorship, multimodal production, and students’ critical participation.