Mundoletrando a sala de aula de Língua Portuguesa: elaboração de miniprojetos temáticos como aprendizagens situadas

Abstract

This study, which belongs to Reading and Textual Production: social diversity and teaching practices research line of Masters Degrees in Literature at Federal University of Bahia (UFBA), presents the praxis intervention developed during the seventh-grade Portuguese classes in Military School of Sal- vador (CMS). The intervention aimed to develop the Pedagogy of Multiliteracies, through special situated learning activities designed in four thematic mini-projects, to promote student’s autonomy and critical thinking, validating his/her Multiliteracies in order to reflect on the Textbook (TB) activ- ities, and complement them. The intervention guide questions were: How do students deal with mul- tiliteracies and the use of TB in the classroom? Is the CMS’ TB working properly with multiliteracies’ notions in order to allow students to develop their critical literacy according to their reality? How can a teacher work, during the Portuguese language classes, with thematic mini-projects related to the situated learning process in effectively social practices, in order to develop the student’s discourse competence and to promote meaningful learning? The research methodology was based on the Inter- pretivism Philosophy used in the mini-projects’ and teaching materials’ preparation and the Quanti- tative Research to evaluate the achieved results in the activities during the intervention. The strategies during the intervention were briefly described and analyzed, based on data collection through Quali- tative Research and Theoretical contributions, such as multiliteracies by Rojo (2012), Street (2010) and Bortoni-Ricardo (2013); situated learning practices, by Oliveira and Kleiman (2008), and the literacy projects, by Santos (2008). The results indicate the practice is innovative and differentiated, besides being approved by the ones involved in the process and the institution. This practice can be expanded in the Military School System (including CMS) because the main goals have been achieved according to the School Political Pedagogical and Philosophical Project of Portuguese Language Teaching. The hypothesis, that considers the TB as the guide in the mother tongue teaching and learn- ing process, has been confirmed, as well as its use does not guarantee the student’s language empow- ering, confirming the need for new teaching practices construction that can cope with the process of teaching and learning the mother tongue in classrooms nowadays.