Multiletramentos : concepções e práticas, diálogos e responsabilidades formativas

Abstract

This work is entitled “Multiliteracies: Conceptions and Practices, Dialogues, and Formative Responsibilities” and investigates the pedagogical practices of Portuguese language teachers in the 1st year of high school, seeking to understand how these practices dialogue with Bakhtinian concepts of responsible act and evaluative tone in the context of multiliteracies. The theoretical- methodological framework is based on bibliographic and field research. Through a qualitative and quantitative approach, data were collected via questionnaires administered to teachers from 18 municipalities in the Zona da Mata region of Minas Gerais and analyzed from an enunciative and dialogic perspective grounded in the principles of the Bakhtin Circle. The results indicate that while teachers’ discourses recognize the importance of multiliteracies, tensions persist between theory and pedagogical practice, highlighting difficulties in fully integrating the ethical demands of the responsible act and the implications of evaluative tone into their didactic approaches. The analyzed utterances show how pedagogical practices reflect, at various levels, the ideological values and ethical responsibilities that permeate the relationship between teacher, student, and text in the school environment. The conclusion points out that the responsible act emerges as a central category for understanding the ethical posture of teachers, while the evaluative tone reveals the ideological and subjective nuances underlying their discursive practices. These interrelated concepts provide a robust theoretical foundation for analyzing pedagogical interactions, underscoring the importance of praxis that intertwines multiple literacies with ethical responsibility and the constitutive dialogism of language. The study reinforces the thesis that linguistic education in high school, when understood through the lens of multiliteracies, requires an ethical-discursive positioning by teachers, grounded in Bakhtinian principles that interweave language and existence. The educational product consisted of the development of a pedagogical training course entitled “Multiliteracies in Motion: The Ethical and Pedagogical Commitment to the Diversity of Languages”. The proposal is configured as a tool aimed at teacher education, fostering the sharing of knowledge and the articulation between theory and practice.