Abstract
The arrival of Digital Information and Communication Technologies (ICDT) in the school context opens space for the centrality of teaching - which almost always falls on the figure of the teacher and / or the student - to be established in ’learning’ as a process (ASSMANN, 2001ASSMANN, Hugo. Reencantar a educação: rumo à sociedade aprendente. Petrópolis, RJ: Editora Vozes, 2001.). Thus, located in the area of Applied Linguistics (KLEIMAN; CAVALCANTI, 2007KLEIMAN, Angela B.; CAVALCANTI, Marilda C. Lingüística aplicada: suas faces e interfaces. 1ª edição. Campinas, SP: Mercado de Letras, 2007.) and in the light of qualitative / interpretive and ethnographic research (DENZIN; LINCOLN, 2006DENZIN, Norman K.; LINCOLN, Yvonna S. O planejamento da pesquisa qualitativa: teorias e abordagens. 2ª edição. Porto Alegre, Rio Grande do Sul: Artmed, 2006.), we aim to discuss how pedagogical practices anchored in the translocations can contribute, reciprocally, to the training expanded criticism from the teacher and students, in Portuguese language classes in the 3rd grade of high school at a state school. The discussions were basically based on the concepts of transliteracies (THOMAS et al., 2007THOMAS, Sue et al. View of Transliteracy: Crossing divides. First Monday, v. 12, n. 12, dez 2007. Disponível em: Disponível em: http://firstmonday.org/ojs/index.php/fm/article/view/2060/1908#author . Acesso em: 11 jul. 2018.
http://firstmonday.org/ojs/index.php/fm/...
), culture (CANCLINI, 2009CANCLINI, Nestor Garcia. Diferentes, desiguais e desconectados: mapas da interculturalidade. 3ª edição. Rio de Janeiro: Ed. UFRJ, 2009.), multimodal text (RIBEIRO, 2018RIBEIRO, Ana Elisa. Escrever, Hoje. Palavra, Imagem e Tecnologias Digitais na Educação. São Paulo: Parábola, 2018.), local knowledge (BASÍLIO, 2006BASÍLIO, Guilherme. Os Saberes Locais e o novo Currículo do Ensino Básico. Jul. 2006. Mestrado em Educação - Pontifícia Universidade Católica de São Paulo, São Paulo. Disponível em: Disponível em: http://tede2.pucsp.br/tede/handle/handle/9925 . Acesso em: 20 jul. 2021.
http://tede2.pucsp.br/tede/handle/handle...
) and multi-obstacles (ROJO, 2013ROJO, Roxane. Escol@ Conectada. os multiletramentos e as TICs. São Paulo: Parábola, 2013.). From the analysis, we understand that an approach anchored in the transliteracies, mediated by TDIC and in its relationship with local knowledge, allows the valorization of the knowledge specific to each social group, making the production of knowledge a more meaningful process for the student, who ceases to be a mere recipient of content and starts to play an active role, sharing the responsibility for learning with the teacher.
Keywords:
Applied Linguistic; Transliteracies; Local knowledge; Digital information and communication technologies