MULTILETRAMENTOS E O USO DAS NTIC: UMA PERSPECTIVA PARA A FORMAÇÃO E PRÁTICA DOCENTE

Abstract

The research proposal is linked to the PPGE-FacMais, in the line of research Education, Educational Political Institutions, which consists of the theme of teacher training and practice in the light of multiliteracies and the NTIC, which seeks to debate the formation of the subject reader/writer in the characteristics of the construction and development of the reader through multiliteracies. Aiming to understand the historical and curricular factors of multiliteracies from the NICT, as well as their contributions to the training and practice of students, as well as their reverberation in the Supervised Internship discipline of the FacMais Pedagogy Course, in the realization of their literacy. Initially, there will be a reflection on the importance of the perspective of educational practices Anastasiou and Alves (2005), based on the pedagogy of multiliteracies (New London Group, 1996), Rojo (2012), and new information technologies and communication (NICT) Liguori (1997), Kenski (2009), Santos (2020) in the educational field for an academic formation Valente (2012), Litwin (1997), as well as, for the execution of this learning in an effective and critical way, the from the concept of the student's insertion in the literate culture, with an emphasis on digital literacy. Therefore, a brief description and analysis of the pedagogical actions that foster the learning process in the production of epistemological knowledge and reader training of the students of the Pedagogy course, from the Faculty of Inhumas - FacMais from the 5th period of the course, will be presented, however implement this theoretical applicability in the classroom and the practice bias of these students in their regency. Thus, the importance of culture in general is sought, as well as the importance of multiliteracies in the (re)constitution of readers and writers, significantly articulating the philosophies of cultural knowledge, in the context of innovative learning, through access to various language processes.