Multiletramentos Digitais: Booktubes nas aulas de Espanhol, Unindo Tecnologias Ao Ensino-Aprendizagem de Língua(s) no Ensino Superior

Abstract

On this navigation down the river of many waters, I invited a character to follow me on this journey of discovery. She traveled from Uruguay to Brazil. Virginia Brindis de Salas, an Afro-Uruguayan poet, reveals me her journey which began in 1946, a remarkable year in her life. Thanks to the technology, the poet traveled from the 20th to the 21st century on a mission: meet me, a researcher from a professional master program at UFPA, on the shore of the Guajará Bay, in the state of Pará, with the goal of resonating her song as a powerful voice. Intertwining her voice with mine, as the research narrator, we will navigate through this investigation together. In order to understand the unfolding of this trajectory, she as a poet and I as a researcher, whose life was transformed by discovering the wonderful universe of reading, the research was told in eleven short stories – as we named the chapters of the dissertation. Each short story is theoretically grounded by authors with whom we dialogued and deepened the foundations. In this research, we used the fictional narrative research methodology (Clandinin and Connelly, 2011), which provided the methodological support for the development of this study, in which the subject was invited to express themselves as a powerful voice. Our objective aims at designing a workshop for Spanish teachers in initial education at the Federal University of Pará (UFPA), and inviting them to travel with us through the meanders of the literary texts (LT), as a disruptive proposal to elaborate activities in Spanish classes. To this end, the workshop’s purpose was to develop reading and writing skills based on pre-selected literary texts. Our goal: provide learners with the protagonism on constructing knowledge, which means having time to build it with them and not for them. At the end of the meetings, the participants were encouraged to creatively and actively apply the co constructed knowledge among all those involved. For each reading made, each participant wrote a review in Spanish with the goal of preparing them to create and record a booktube video, one per participant. The booktubes were later made available on Youtube. The workshop took place in ten moments, a true route to learn about and deepen the use of literary texts in Spanish classes. We based our theoretical foundation on names such as Mihaly Csikszentmihalyi (1934-2021), an author chosen to explore creativity; and Filatro and Cavalcanti (2018), important authors when we think about active methods. In addition, we were joined by: Sedycias (2005), Fernández (2005), and Guimarães (2011), who helped us to reflect about Spanish teacher education, and to reveal the implementation of Spanish as a subject matter on the Brazilian scenario; Martínez (2009) brought us the language teaching didactics; and Kalantzis, Cope and Pinheiro (2022), and Rojo (2015) were essential names to dialogue about and understand the pedagogy of multiliteracies, the basis of this research. On the boat, we were also followed by Pierre Lévy (2010); Coscarelli e Kerch (2016); and Barton and Lee (2015). The investigation sought to explore a river of many waters: the DICTs in foreign language teaching and learning. Concepts such as cyberspace, cyberculture, and multimodalities in Spanish teaching and learning comprise the corpus. There are other relevant names for the theoretical foundation, whose authors guide us in this journey until we reach our destination. On the course of this trajectory, we planted and harvested some results, especially regarding the literary text in SFL teaching and learning, the research focus, and the materialization of the product: Tallerbook: Uma jornada de descoberta – Navegando pelo texto literário (Tallerbook: A journey of discovery – Navigating the literary text). The main results, collected from the participants’ testimonials, were: the effectiveness of activities with LT as a way of thinking the Spanish classes outside the box; and the feasibility of the proposal with the use of DICTs, anchored on multiliteracies and multimodalities, as potentialities for the SFL teaching and learning.