Intercâmbios pedagógicos entre escola e sociedade: multiletramentos em cena
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Data
2021-05-11
Autores
Milesk, Josiani Kely
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo objetivou refletir acerca de práticas discursivas multimidiáticas vivenciadas e situadas no contexto escolar do cronotopo pandêmico. Nossa proposta se centra na análise de discursos presentes em poemas-slams e nos gêneros digitais multimodais post e vídeo-minuto que orbitaram a cena das aulas síncronas e assíncronas de modo periférico. As produções são pensadas e realizadas junto a uma turma mista de estudantes dos 8º e 9º anos de uma escola pública de Marília/SP, inseridos no evento “aula remota”. A partir da temática contemporânea transversal do racismo/antirracismo – eleita pelos sujeitos da pesquisa – propõe-se a elaboração de projetos de dizer nestes diferentes gêneros e materialidades. Intencionamos, com essa discussão, provocar a ampliação da consciência racial, o posicionamento antirracista, a constituição de sujeitos críticos e humanizados, assim como, o desenvolvimento de competências linguístico-discursivas requeridas na contemporaneidade. Ademais, por meio de intercâmbios pedagógicos realizados com estudantes e pessoas de outros solos sociais, os alunos-sujeitos tiveram um contato vivo com a língua/linguagem – em interação no espaço virtual –, experenciando uma aprendizagem de cunho dialógico, mediada pelas novas tecnologias e mídias. Para isso baseamo-nos na pedagogia dos multiletramentos (ROJO, 2012, 2013, 2015, 2019), na teoria dos letramentos multimidiáticos (LEMKE, 2010) e na concepção de linguagem, sujeito, ideologia, enunciado e gêneros discursivos do Círculo de Bakhtin (2011). As incursões analíticas engendram-se sob as categorias de: alteridade, exotopia, cronotopia e dialogia, orientadas pelo caráter dialético-dialógico e o cotejo, uma vez que consideram os enunciados construídos em constante relação com outros discursos, importando o jogo e a interação na produção de sentidos. Defendemos que a escola e suas práticas não devem ignorar a realidade dos sujeitos que a compõe, tampouco os impactos causados por fenômenos locais, regionais ou globais, seja na seleção de suas abordagens temáticas, conteudísticas, ou em sua conduta didático-pedagógica, moldadas por tais efeitos. Os resultados alcançados denotam o alargamento de consciências e saberes concernentes às linguagens da hipermodernidade em convívio multicultural, assim como, a desconstrução de preconceitos sobre a poética marginal-periférica e seus principais atores. Arquitetamos, por fim, um protótipo de ensino no qual nossas ações e movimentos pedagógicos foram explicitados, que servirá de inspiração para outros docentes.
The aim of this study was to reflect on multimediatic discursive practices experienced and located at the school context of the pandemic chronotope. Our proposal centers on the analysis of speeches existent in slam poems and in the multimodal digital genres post and minute-video that orbit the scene of synchronous and asynchronous classes in a peripheral way. The productions are conceived and performed in a mixed classroom of eighth- and ninth-grade students from a public school in Marilia, SP, taking part in the “remote class” event. From the contemporary crosscutting theme of racism/anti-racism – elected by the subjects of the research –, we propose the elaboration of projects of saying in those diverse genres and materialities. We intend, by this discussion, to provoke the broadening of racial conscience, anti-racist position, formation of critical and humanized subjects, as well as the development of linguistic-discursive competences required in the contemporaneity. Moreover, through pedagogic exchanges implemented with students and people from other social grounds, the subject-students had a live contact with the language – in interaction within the virtual space –, experiencing a dialogic-natured learning, mediated by new technologies and the media. For the task, we based our studies on the multiliteracies pedagogy (ROJO, 2012, 2013, 2015, 2019), the multimediatic literacy theory (LEMKE, 2010) and the concept of language, subject, ideology, utterance, and discourse genres of the Bakhtin Circle (2011). The analytical incursions engender under the categories of alterity, exotopy, chronotopy and dialogism, oriented by their dialectic-dialogic character and the collation, since they consider the constant relation between constructed utterances and other speeches, and the importance of the game and the interaction in the creation of meanings. We advocate that the school and its practices should not ignore the reality of the subjects who compose them, neither the impact caused by local, regional, or global phenomenon, be it in the selection of the thematic approaches, in the contents, or in their didactic-pedagogic conduct, shaped by those effects. The results achieved show the enlargement of the conscience and knowledge related to the languages of hypermodernity in a multicultural coexistence as well as the deconstruction of the prejudice against marginal-peripheral poetry and its main actors. We built, in conclusion, a prototype of teaching in which our pedagogic actions and movements were explained, and which will serve as inspiration source for other teachers.
The aim of this study was to reflect on multimediatic discursive practices experienced and located at the school context of the pandemic chronotope. Our proposal centers on the analysis of speeches existent in slam poems and in the multimodal digital genres post and minute-video that orbit the scene of synchronous and asynchronous classes in a peripheral way. The productions are conceived and performed in a mixed classroom of eighth- and ninth-grade students from a public school in Marilia, SP, taking part in the “remote class” event. From the contemporary crosscutting theme of racism/anti-racism – elected by the subjects of the research –, we propose the elaboration of projects of saying in those diverse genres and materialities. We intend, by this discussion, to provoke the broadening of racial conscience, anti-racist position, formation of critical and humanized subjects, as well as the development of linguistic-discursive competences required in the contemporaneity. Moreover, through pedagogic exchanges implemented with students and people from other social grounds, the subject-students had a live contact with the language – in interaction within the virtual space –, experiencing a dialogic-natured learning, mediated by new technologies and the media. For the task, we based our studies on the multiliteracies pedagogy (ROJO, 2012, 2013, 2015, 2019), the multimediatic literacy theory (LEMKE, 2010) and the concept of language, subject, ideology, utterance, and discourse genres of the Bakhtin Circle (2011). The analytical incursions engender under the categories of alterity, exotopy, chronotopy and dialogism, oriented by their dialectic-dialogic character and the collation, since they consider the constant relation between constructed utterances and other speeches, and the importance of the game and the interaction in the creation of meanings. We advocate that the school and its practices should not ignore the reality of the subjects who compose them, neither the impact caused by local, regional, or global phenomenon, be it in the selection of the thematic approaches, in the contents, or in their didactic-pedagogic conduct, shaped by those effects. The results achieved show the enlargement of the conscience and knowledge related to the languages of hypermodernity in a multicultural coexistence as well as the deconstruction of the prejudice against marginal-peripheral poetry and its main actors. We built, in conclusion, a prototype of teaching in which our pedagogic actions and movements were explained, and which will serve as inspiration source for other teachers.
Descrição
Palavras-chave
Poemas-slams, Gêneros digitais, Aula virtual, Multiletramentos, Bakhtin, Slam poems, Digital genres, Virtual Class, Multiliteracies, Bakhtin