Multimodality and multiliteracies in geography: teaching and learning with the pedagogical circuit at Santa Helena School in Santa Maria/RS
DOI:
https://doi.org/10.53455/re.v4i1.109Keywords:
multimodality, multiliteracies, teaching geographyAbstract
Context: With the changes in the globalized world, education has also changed. Multimodality and the Pedagogy of Multiliteracies emerge as proposals for differentiated teaching that dialogues with the reality of students. Methodology: This work proposes teaching through interactive activities that give autonomy, participation, and protagonism to students. A Pedagogical Circuit was carried out at the Santa Helena Municipal Elementary School, in Santa Maria, Rio Grande do Sul, using memes, cartoons, and series known to students. Based on authors who address multimodality, multiliteracy, and active methodologies, this work aims to improve the teaching of Geography, making it more attractive and dynamic, using technology as an ally. Considerations: Multimodality and the Pedagogy of Multiliteracies in the teaching of Geography make learning more engaging and interactive, stimulating active student participation. In addition, the use of cultural and technological references present in students' lives makes teaching more attractive and relevant, promoting a deep and meaningful discussion of geographical phenomena.
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Copyright (c) 2023 Rafaela Menezes da Silva, Sandy Goelzer, Jaqueline Noble Masvi de Sousa
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