O gênero multimodal slam poético nas práticas letradas de ensino de língua portuguesa

Abstract

This interventionist study aims to contribute to research on the slam discourse genre as a multiliterate practice, enabling students to critically position themselves in various communicative situations and to gain protagonism in their language practices, thus fostering a more effective learning experience in Portuguese. The research project activities were carried out through lessons conducted in a public school in the city of Juiz de Fora, Minas Gerais, with ninth-grade students from Fundamental II education. The methodology that guided this study was Thiollent’s (1986) action research, which sought an active engagement from both researchers and participants in addressing the identified issues, rather than merely collecting data. The research was supported by scholars in the fields of education and social semiotics (Hodge & Kress,1988; Pimenta, 2001); multimodality (Kersch, Coscarelli, Cani, 2016; Kress & van Leeuwen, 2006; Vieira & Silvestre, 2015); visual design grammar (Almeida, 2006; Kress & van Leeuwen, 2000; Novelino, 2006); and discourse and social literacies (Rojo & Moura, 2012; Gualberto, Pimenta & Santos, 2018; Kleiman & Sito, 2016; Street, 2014). The research results indicate that slam poetry not only enhanced students' linguistic and communicative skills but also proved to be an instrument for social and pedagogical transformation. By engaging with sensitive and relevant topics, students found in slam a legitimate space to express their experiences, concerns, and demands, expanding their discursive repertoire and strengthening their identity as individuals. Thus, this study reinforces the importance of multiliterate pedagogical practices that prioritize multimodal discourse genres, promoting a more meaningful education aligned with students’ realities and needs.