Leitura multimodal e letramentos em contextos de educação linguística crítica em inglês : um panorama das pesquisas acadêmicas defendidas no Brasil entre 2009 e 2019

Abstract

In this study, it was sought to make an overview of the conceptions of ltimodal/multimodality reading in English teaching in Brazil, in academic research (to obtain master’s and doctoral degrees) between 2009 and 2019, relating them in reference to literacy practices. I discussed the data from the mapping and research investigation, which, in line with the documents that guide the teaching of English Language (EL) in Brazil, such as the PCN FL (1998), especially the OCEM (2006) and BNCC (2018) presented an exponential increase in the last decade, seeking to understand the multimodal character of language, the (multi)literacies practices in specific contexts, as well as promoting an epistemological review of literacies’ concepts and reading as a construction of meanings. In addition, it was possible to verify that there was an increase in research for master’s degrees in the period due to the expansion of postgraduate courses in the country, which were encouraged by public policies, initiated during the administration of President Luís Inácio Lula da Silva, and continued in Dilma Rousseff’s government, however, which has been weakened in the current (dis)government, with the extinction of secretariats, removal of the term literacy and the studies of Paulo Freire from the PNA. I also highlighted the strength and important performance of postgraduate programs in the country, through the “National Literacy Project” and study groups from the Rede Cerrado, which problematize important discussions about English language teaching and critical perspectives, and thus promote a decentralization of the production of scientific knowledge, previously concentrated in the Southeast region of the country. With a qualitative-interpretative approach (ERICKSON, 1986), in the form of a documental study (GIL, 2008), the empirical material analyzed was selected, categorized and refined from the descriptors, all related to English language teaching, on the basis of data from the CAPES Theses and Dissertations Catalog and the BDTD. The results found suggest that the concept of reading, recognizing the importance of critical pedagogy by Paulo Freire (MONTE MÓR, 2015) for critical perspectives, however, seeks a contemporary redefinition of reading as a situated practice that builds on diversity, of dissent (DUBOC, 2016) and conflict, in the process of (re)construction and (de)construction of texts, increasingly multimodal, which presuppose an agentive capacity of students, creative, collaborative and critical. In addition, reading constructs give new meaning to pedagogical practices and ways to articulate knowledge, expand the concept of reading, recognizing the multiplicity of representations present in the texts, as well as other reading skills that show multimodality (KALANTIZIS; COPE, 2012). The purpose is not end the reflections presented here, but that they may contribute to future research on multimodal literacies and reading in the EL classroom, on the role of the teacher as a mediator and collaborator in the construction of multiliteracies practices and on the ways to use the TDIC critically, collaborating with the construction of knowledge and student agency.