DIGITAL TEXTUAL GENDERS AS PEDAGOGICAL STRATEGIES IN PORTUGUESE LANGUAGE TEACHING IN THE PERSPECTIVE OF (MULTI) LITERACIES AND MULTILITERACIES

ABSTRACT

Through a bibliographical research, based on specific theorists, as well as studies carried out in the form of current articles, theses and dissertations, it is proposed, in this article, to make theoretical reflections about the urgent need to review the methodology used by teachers of Portuguese Language in Basic Education, especially in High School, in which it is possible to use / create / adapt pedagogical strategies that can use / integrate / take advantage of digital technologies, in a (multi) literate and also multiliterate perspective. In order to do so, its main objective is to promote discussions about the insertion of digital textual genres, as pedagogical strategies, in the teaching of Portuguese Language, in the light of (multi) literacies and multiliteracies. In this way, it presents the digital narratives (digital storytelling) and the digital microliterature as suggestions of digital textual genres that can be used strategically in the classes of Portuguese Language, in High School, in order to make them closer to the reality (cyber) cultural in which, primarily, the student of this segment is inserted.

Keywords:
digital textual genres; (multi)literacie; multiliteracies