Between texts, media, and languages: multiliteracies in the portuguese language classroom

Abstract

This article discusses the theoretical foundations and pedagogical implications of the multiliteracies approach in Portuguese language teaching, in light of the sociocultural and technological transformations that characterize contemporary society. Starting from a critique of the traditional model of teaching centered on normative grammar and alphabetic writing, the text proposes a conception of language as a social, multimodal, and historically situated practice. Grounded in authors such as Rojo (2009, 2012), Kleiman (2005), and the New London Group (1996), the study analyzes the transition from literacy to multiliteracies, highlighting how this shift impacts the role of the school and the teacher in the formation of critical readers and producers of meaning. It also examines the alignment of this perspective with curricular documents  PCNs (1998), BNCC (BRASIL, 2018), and the Alagoas Curricular Framework (ReCAL, 2023)  which reaffirm the centrality of language in building citizenship and in the ethical use of digital technologies. Finally, it emphasizes the interface between teaching, research, and extension as the core of an educational praxis that integrates multiple languages, media, and knowledges, fostering inclusion, authorship, and critical reflection. It concludes that multiliteracies represent a concrete possibility for re-signifying Portuguese language teaching practices, guiding them toward a democratic, plural, and transformative linguistic education.