MULTILITERACIES AND PORTUGUESE LANGUAGE TEACHING: THE USE OF THE GENDER REMIX FOR THE DEVELOPMENT OF CRITICITY IN STUDENTS OF FUNDAMENTAL EDUCATION

Abstract

This article aims to study how the pedagogy of multiliteracies and the teaching of the remix genre in Portuguese language classes can contribute to the development of criticality of elementary school students. We think that the use of technologies and new media in the classroom can promote students' interest in learning from these more contemporary genres that are closer to them. In order to carry out this study and carry out the analyzes we propose, we rely on the theory of multiliteracy (COPE E KALANTZIS, 2000; ROJO and MOURA, 2019; COPE, KALANTZIS and PINHEIRO, 2020) and on the definitions of the remix genre (BUZATO et al, 2013 ), understanding its importance in language teaching, making the connections between these theories and the guidelines of the BNCC (2017, 2018). Using the action research methodology (FONSECA, 2002), fifteen classes on the remix genre were taught in an elementary school class and information was compiled for analysis. We found that there is a need to rethink teacher training and a difficulty on the part of the school to include new technologies in the classroom. Analyzing the results, we realized that the production of the remix genre connected students with contemporary social issues and helped them to develop their criticality.