THE REPORTAGE GENRE FROM THE MULTILITERACY PERSPECTIVE

Abstract

This article is the result of an action research developed with 9th grade students from Escola Estadual 13 de Maio, in Sorriso/MT, with the objective of developing the learner's multiliteracies from the discursive genre of reportage, with a view to appropriating digital technologies to produce written and video reports. It is based on Bakhtin's theory (2003), which defends language as a social and dialogical phenomenon, the result of interactions between subjects. The proposal is also based on the perspective of multiliteracies, according to the purposes defended by Rojo (2012) and the guidelines of the National Common Curricular Base which guides the teaching of language linked to social practice and the use of Digital Information and Communication Technologies. To develop this work, we chose to use Didactic Sequence (DS) modules, with adaptations, suggested by Dolz, Noverraz and Schneuwly (2004) and Dolz et al. (2023). The analysis of the results was carried out by evaluating the written and video reports, through which the development of the students' linguistic skills was observed in a more meaningful and contextualized way when they engaged in real and social experiences with language, through the report genre, concatenated with the use of digital technologies.