The two “multis” and the multiliteracies pedagogy: “shaking hands” in the Brazilian English public education for teens
English school textbooks have a long tradition in the Brazilian public sector of education. Most often they are the only pedagogical resources in an English classroom. English public textbooks are submitted to a National Program for evaluation and this educational policy has had positive impacts on...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Universidade Federal de Santa Catarina
2022-02-01
|
| Series: | Ilha do Desterro |
| Subjects: | |
| Online Access: | https://periodicos.ufsc.br/index.php/desterro/article/view/82563 |
| _version_ | 1819274448009691136 |
|---|---|
| author | Reinildes DIAS Ana Emília Turbin |
| author_facet | Reinildes DIAS Ana Emília Turbin |
| author_sort | Reinildes DIAS |
| collection | DOAJ |
| description |
English school textbooks have a long tradition in the Brazilian public sector of education. Most often they are the only pedagogical resources in an English classroom. English public textbooks are submitted to a National Program for evaluation and this educational policy has had positive impacts on these materials. This article analyzes one of the units of a textbook series for teens that was approved in 2020. Our analysis focuses on the two “multis”, the multiliteracies pedagogy and the active role today’s learners play in learning. We also highlight some alternatives for improvements and give some suggestions for English teachers. The documentary research method within the qualitative paradigm supports our analysis. Our results show that the unit follows the principles of the two “multis” and the cycle of knowledge processes although its pedagogical design can be improved. Our analysis also reviews that much has yet to be done if we consider the responsibility students have to assume when learning.
|
| first_indexed | 2024-12-23T23:08:35Z |
| format | Article |
| id | doaj.art-25951dfd3d9940588e42eaedd8c5c925 |
| institution | Directory Open Access Journal |
| issn | 0101-4846 2175-8026 |
| language | English |
| last_indexed | 2024-12-23T23:08:35Z |
| publishDate | 2022-02-01 |
| publisher | Universidade Federal de Santa Catarina |
| record_format | Article |
| series | Ilha do Desterro |
| spelling | doaj.art-25951dfd3d9940588e42eaedd8c5c9252022-12-21T17:26:44ZengUniversidade Federal de Santa CatarinaIlha do Desterro0101-48462175-80262022-02-0175110.5007/2175-8026.2022.e82563The two “multis” and the multiliteracies pedagogy: “shaking hands” in the Brazilian English public education for teensReinildes DIASAna Emília Turbin0UnB - Brasília English school textbooks have a long tradition in the Brazilian public sector of education. Most often they are the only pedagogical resources in an English classroom. English public textbooks are submitted to a National Program for evaluation and this educational policy has had positive impacts on these materials. This article analyzes one of the units of a textbook series for teens that was approved in 2020. Our analysis focuses on the two “multis”, the multiliteracies pedagogy and the active role today’s learners play in learning. We also highlight some alternatives for improvements and give some suggestions for English teachers. The documentary research method within the qualitative paradigm supports our analysis. Our results show that the unit follows the principles of the two “multis” and the cycle of knowledge processes although its pedagogical design can be improved. Our analysis also reviews that much has yet to be done if we consider the responsibility students have to assume when learning. https://periodicos.ufsc.br/index.php/desterro/article/view/82563English school textbooksmultiliteraciespedagogical designpublic education for teensBrazilian context |
| spellingShingle | Reinildes DIAS Ana Emília Turbin The two “multis” and the multiliteracies pedagogy: “shaking hands” in the Brazilian English public education for teens Ilha do Desterro English school textbooks multiliteracies pedagogical design public education for teens Brazilian context |
| title | The two “multis” and the multiliteracies pedagogy: “shaking hands” in the Brazilian English public education for teens |
| title_full | The two “multis” and the multiliteracies pedagogy: “shaking hands” in the Brazilian English public education for teens |
| title_fullStr | The two “multis” and the multiliteracies pedagogy: “shaking hands” in the Brazilian English public education for teens |
| title_full_unstemmed | The two “multis” and the multiliteracies pedagogy: “shaking hands” in the Brazilian English public education for teens |
| title_short | The two “multis” and the multiliteracies pedagogy: “shaking hands” in the Brazilian English public education for teens |
| title_sort | two multis and the multiliteracies pedagogy shaking hands in the brazilian english public education for teens |
| topic | English school textbooks multiliteracies pedagogical design public education for teens Brazilian context |
| url | https://periodicos.ufsc.br/index.php/desterro/article/view/82563 |
| work_keys_str_mv | AT reinildesdias thetwomultisandthemultiliteraciespedagogyshakinghandsinthebrazilianenglishpubliceducationforteens AT anaemiliaturbin thetwomultisandthemultiliteraciespedagogyshakinghandsinthebrazilianenglishpubliceducationforteens AT reinildesdias twomultisandthemultiliteraciespedagogyshakinghandsinthebrazilianenglishpubliceducationforteens AT anaemiliaturbin twomultisandthemultiliteraciespedagogyshakinghandsinthebrazilianenglishpubliceducationforteens |