Literacy and Reading for the 21st Century
Each textual genre requires a specific approach by the reader. She needs to understand the composition of the texts, the languages that are articulated in it, in order to notice the singularities of literary texts and the symbolic systems they involve. The ‘Redigir’ Project develops and makes available, free of charge, activities to be used by teachers of Portuguese. The project deals, among others, with literary texts, exploring their comprehension from a perspective of literary and digital literacy, multimodality, and multiliteracy studies. Our goal is the development of students’ reading skills and the training of teachers who will help the students improve their reading skills of diverse textual genres on printed and digital media. Our proposals include activities about contemporary poetry, whose authors are interviewed by our team. There are also proposals involving the creation of picture books exploring augmented reality. We aim to contribute to the teachers’ training and help them put into practice recent literary and linguistic theories, working in a meaningful, critical and transformative way.
literacy, reading, literature, multimodality, multiliteracies
- Abstract viewed = 6 times
- PDF viewed = 31 times
- HTML viewed = 3 times
BRAIT, Beth, and Maria Cecília Souza e Silva, eds. (2012). Texto ou discurso? São Paulo: Contexto.
CASTRO, Marcelo de (2017). Letramentos multissemióticos em aulas de Língua Portuguesa: possibilidades e desafios em uma escola pública de Ouro Preto – MG. Masters Dissertation, Universidade Federal de Ouro Preto.
CAZDEN, Courtney, Bill Cope, Norman Fairclough, and Jim Gee (1996). “A Pedagogy of Multiliteracies: Designing Social Futures.” Harvard Educational Review 66.1: 60-93.
COSCARELLI, Carla Viana, and Else Martins Santos (2009). “O livro didático como agente de letramento digital.” Alfabetização e língua portuguesa. Ed. M. G. Costa Val. Belo Horizonte: Autêntica/Ceale/ Fae/UFMG. 171-18.
COSSON, Rildo (2014). Letramento literário: teoria e prática. São Paulo: Contexto.
FLORES, Camila Engler B. (2015). Compreensão de enunciados de questões de tirinhas da Mafalda. Master Dissertation, Universidade Federal de Minas Gerais.
FREIRE, Paulo (1974). Pedagogia do oprimido. Rio de Janeiro: Paz e Terra.
OECD (2011). “PISA 2009 Results: Students on Line: Digital Technologies and Performance.” 11 Jan 2016. http://dx.doi.org/10.1787/9789264112995-en
PAIVA, Aparecida (2005). “Alfabetização e leitura literária.” BRASIL. Ministério da Educação. Alfabetização e letramento na infância. TV Escola, Boletim 05. 27 May 2017. http://pacto.mec.gov.br/images/pdf/Formacao/150630AlfabetizacaoeLetramento.pdf#page=42
PAULINO, Graça (2001). “Letramento literário: por vielas e alamedas.” Revista da FACED, 117-125. 27 May 2017. https://portalseer.ufba.br/index.php/entreideias/article/viewFile/2842/2018
SOARES, Magda (2002). “Novas práticas de leitura e escrita: letramento na cibercultura.” Educação & Sociedade 23: 143-160. 27 May 2017. http://www.scielo.br/pdf/es/v23n81/13935
SOUZA, Cláudia Mara (2005). O gênero prova e as habilidades de leitura: O que provam as provas? Masters Dissertation, Universidade Federal de Minas Gerais.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
MATLIT embraces online publishing and open access to back issues. Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International (CC BY-NC-ND 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. The article can be quoted but not changed and presented differently.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
- A CC licensing information in a machine-readable format is embedded in all articles published by MATLIT.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
No additional restrictions — You may not apply legal terms or technological measuresthat legally restrict others from doing anything the license permits.
- You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
- No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.