School practices with digital multimodal texts from online teacher training

Abstract

This scientific work aims to reflect on the planning of practices with digital multimodal texts developed by teachers in the middle of a pandemic after participating in the online course project for teacher training for the use of digital technologies at school. Reading, Writing and Technology research (CNPQ) problematizes the need to train teachers to deal with a new text format that appears on the screen, understanding that it needs to understand the importance of including educational practices through supports and texts that have the semiotic mode enhanced in order to promote significant knowledge. The broader theoretical contributions to the analysis of the data presented here are the studies by Chartier (2009) regarding the evolution of materials and written supports, the research by Barton and Lee (2015) on educational practices through languages ​​and digital resources and the reflections s on multimodal texts carried out by Street (2009). As a result, we explored data collected from the evaluation form of the course offered to teachers from all over Brazil and from practices planned and developed by teachers who took the proposed course.