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.

摘要 本研究通过文献研究，依托特定理论家的理论成果，并结合当前期刊文章、学位论文等相关研究成果，旨在针对基础教育阶段尤其是高中阶段葡萄牙语学科教师的教学方法修订之迫切需求展开理论反思，探讨可在（多）读写能力与多元读写能力视角下，运用、创设或改编可整合、利用数字技术的教学策略。本研究的核心目标为，基于（多）读写能力与多元读写能力的理论框架，围绕将数字文本体裁作为教学策略融入葡萄牙语教学的相关议题展开研讨。据此，本研究提出数字叙事（digital storytelling）与数字微文学作为可在高中葡萄牙语课堂中战略性应用的数字文本体裁建议，以期拉近课堂教学与该阶段学生所处的赛博文化现实之间的距离。