DIGITAL CULTURE: DIGITAL MULTILITERACIES IN LANGUAGE(S) KNOWLEDGE AND DIALOGUES CLASSES

Abstract

This article aims to discuss the importance of digital multiliteracies and multimodalities for the teaching-learning of language(s), as well as to discuss the relevance of this theme to think about new ways of teaching and learning, since with the insertion of digital information and communication technologies (DICTs) in training environments,  it has transformed the way students learn. In view of this, reflecting on how these changes have impacted teaching-learning is necessary, given that learners arrive at school environments frequently using digital technology. As a theoretical contribution, we dialogued with authors such as Rojo and Barbosa (2015); Kalantzis, Cope and Pinheiro (2020); Fofonca (2011), among others, which gave epistemological support to the research. As a methodology, bibliographic research was adopted to deepen the mentioned theme, which corroborated with our conclusions of the indispensable that it is to work on digital multiliteracies and multimodalities in times of globalization, and to emphasize the importance of this theme, we proposed the work with the digital genre, emerging from TDICs, booktubes in Spanish classes, in this way we were able to emphasize the importance of working with multimodal texts in foreign language classes (LE), and how these reconfigured the conception of texts, which now circulate in cyberspace, requiring users to have knowledge in multiple languages and multisemiosis, which requires knowledge and skills for interaction with this new textual modality, the genesis of technology and its transformations. The use of booktubes proved to be pertinent for the meaningful construction of knowledge, as it is dynamic and involves students in active and attitudinal learning, taking them out of passivity.