INTERACTION AND INTERACTIVITY IN BLOGS OF PORTUGUESE LANGUAGE TEACHING UNDER THE PERSPECTIVE OF MULTILITERACIES

Abstract

With the entry of information and communication technologies (ICT) in the school, there is the possibility of making use of technological tools that can contribute to multiliteracies. In this work, we assume a qualitative and interpretive perspective to investigate how teachers have been using blogs for teaching Portuguese as well as how the students’ participation occurs in that digital context. Through the analysis of blogs recently produce by primary and high school teachers, we reflect and discuss about the relationship between school literacy and multiliteracies (SIGNORINI, 2012), based on the concepts of interaction, participation (GOFFMAN, 1998; OLIVEIRA; LUCENA FILHO, 2006) and interactivity (SANTAELLA, 2008). The results indicate that many school literacy practices are transposed to the blogs of Portuguese Language teaching, and that students’ participation only occurs when the teacher conduces to the construction of a space that is predisposed to multiliteracies, in which everyone plays important roles.

Keywords

• Interaction.
• Interactivity
• Blogs.