THE MULTIMODAL AND HIPERTEXTUAL WRITING FOR THE DEVELOPMENT OF MULTILITERACIES

Abstract

The Portuguese language learning-teaching process has gained new dimensions with the use, increasingly, of the new digital technologies as mediating and facilitating tools for the practice and development of the new literacies which are demanded by the contemporary society. According to Rojo, it is necessary to foster, within the school enviroment, didatic proposals that considerate the new ways of production, configuration and circulation of the texts, which imply the multiliteracies. Therefore, this study aims to promote and investigate the development of multiletracies in the Portuguese language classes throughout the digital text writing on a blog, taking into consideration the use of multimodal and hipertextual resources in the process of meaning production. To support such study, we resort to the theories that discuss the multiliteracies (ROJO, 2013; KALANTZIS; COPE, 2008), the multimodality (BARTON; LEE, 2015; LEMKE, 2010) and the hipertext (GOMES, 2011; XAVIER, 2002). For the purposes of analysis, we use samples of digital texts written by the students of 9th grade during the application of a didatic proposal which was inspired in the same way of Schneuwly and Dolz (2004) and on the studies of Oliveira, Tinoco and Santos (2014). The results reveal that the digital texts writing which explore and use multimodal and hipertextual aspects allows and accomplishes significantly the practices of multiliterated writing in the school context.