A desencapsulação do currículo de língua inglesa por meio de atividades sociais e multiletramentos em tempos de distanciamento social

Abstract

This research aims at analysing how the development of a school learning didactic unit based upon Social Activities under the perspective of the Multiliteracies can contribute to the process of the de-encapsulation of the English language school curriculum in the middle school during the social distance isolation period. This research is founded in the concept of Social Activity, in the Social-Cultural-Historical Activity Theory and in the Multiliteracies. The data was carried out in collaboration with 8th grade students from a private middle school located in São Paulo. The data was selected under the concepts of the school curriculum desencapsulation, Social Activity and Multiliteracies. The guiding question for this study is: How can the school curriculum desencapsulation through Social Activities and Multiliteracies contribute to educate students in a critical perspective? This question will be answered based on the key concepts of Social Activity, such as subjects, instruments, object, rules, division of labor and community, and the Multiliteracies, such as multimedia, multiculturalism and multimodality, situated practice, overt instruction, critical framing and transformed practice. The theoreticalmethodological foundation of this research is based on the Critical-Collaborative Perspective as it discusses the development of intervention studies in the school context. The achievement of the didactic unit based on the Social Activity under the perspective of the Multiliteracies took place throughout the first semester of 2020 during the social distance isolation period and the data is kept in multimedias, such as Google Drive and OneDrive. The data was collected through the students' participation in the virtual school learning in which the remote learning took place. The data analysis was conducted based on the subject content of the Social Activities. The interpretation was made upon the key concepts of Multiliteracies based on the didactic unit which was put into practice in the first semester of 2020. The results show that the Social Activity, as well as the Multiliteracies concepts supported the process of the English language school curriculum desencapsulation, as the didactic unit which was analysed in this study enabled the participants to learn the English language which led them to reflect critically about the adversities that emerged from the social distance isolation period, to create possibilities to overcome the social, cultural and historical moment with more mobility as well as to broaden their knowledge in the English language as they could have a critical position about the pandemic period through such language