RELEVANCE OF MULTILITERACIES AS A PRACTICE IN THE TEACHING-LEARNING PROCESS

Abstract

OBJECTIVE: To conduct a systematic integrative study to highlight the relevance of multiliteracies as a practice in the teaching-learning process. METHODS: This is a systematic integrative study of the Capes virtual periodicals library. Data collection was carried out in March and April 2022, and the inclusion criteria were articles published between 2017 and 2022. The exclusion criteria were articles that were irrelevant to the study theme, were repetitive, and contained inconsistent information regarding the guiding question. RESULTS: A total of 155 articles were analyzed; however, only 5 met the inclusion criteria and were selected for research based on their theme. The thematic categories developed from the video analysis were: 1- Relevance of multiliteracies for teaching-learning; 2- Multiliteracies in teaching-learning practice. CONCLUSION: Promoting teaching and learning, considering practices that enable multiliteracies, fosters the development of individuals capable of functioning in a globalized society that encompasses multiculturalism, multimodality, and multimedia.