Multimodalidade e ensino de inglês na escola pública: percorrendo camadas para além da imagem e do texto

Abstract

This article aims to present and discuss multimodal text production practices in a beginner's level English language class conducted by teachers in a supervised internship, problematizing the different layers of teaching that precede the text composition process itself and concern the formation of language teachers, to research and to the basic education classroom. For this, we describe the application of a case study in a public school in the Midwest of Brazil, as well as the paths of debates and pedagogical preparation that preceded it, both using Instagram as a mediating instrument of teacher training, and works on multiliteracies, multimodality as a theoretical basis for teaching praxis. Aligning with research that advocates for the articulation between technologies, reflective teacher training and multiliteracy pedagogy, this study shows that the investment in technological knowledge, its languages ​​and practices throughout the internship allows discovering and working with layers of the language class that go beyond the lesson plan and teach how to deal with the complexity of teaching in a digital context.