DIFFERENT WAYS TO MULTILITERACIES: LOCALITY AND TEMPORALITY

Authors

  • Iky Anne DIAS DIFFERENT WAYS TO MULTILITERACIES: LOCALITY AND TEMPORALITY Universidade Estadual de Santa Cruz Programa de Pós-Graduação em Letras: Linguagens e Representações
  • Rodrigo Camargo ARAGÃO
  • Maria D’Ajuda ALOMBA RIBEIRO

Abstract

Recent work on literacy studies has shed light on the concept of multiliteracies. Opposite to what is argued by some that there is only a universal, neutral and autonomous literacy practice, multiliteracies aims at situated and local practices. As embedded in sociocultural practices, multiliteracies are aligned with local practices and distributed according to each group. Two different literacy work reveal positive results with different focus: a return to the socio-political location of community transformation, performed by Terzi (2007) through the joint literacy program AlfaSol. The other one focus on temporal adaptation through digital literacy from the work of continuing education program for high school teachers in the State of São Paulo, presented by Rojo, Barbosa and Collins (2011). We observe that although using different strategies, both literacy work approached the reality of the participants and enabled social transformation, contributing to an education based o active citizens through reflective, responsive and problem solving literacy practices in print or digitally, that could unveil power relations in texts, a process in which the literacy teacher played a key role.

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How to Cite

DIAS, I. A., ARAGÃO, R. C., & ALOMBA RIBEIRO, M. D. (2015). DIFFERENT WAYS TO MULTILITERACIES: LOCALITY AND TEMPORALITY. Acta Semiotica Et Lingvistica, 19(1). Retrieved from https://periodicos.ufpb.br/index.php/actas/article/view/23436

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Section

ARTIGOS