Multiliteracies for teacher practice in the final years of elementary school II Igor de Carvalho Cunha, Irene da Silva Coelho

Abstract

 This research is based on the assumption that multiple languages dialogue and when used by the teacher they contribute to the expansion of multiliteracies. By understanding that it is necessary that pedagogical practices value different languages, the research investigates whether physical education teachers in elementary school II in the city of Santos use multiple languages in their classes aiming at multiliteracies. Thus, we conclude that the interviewees base their teaching on practical classes, with little association of multiple languages in the teaching and learning process. That said, there is a need to reframe Physical Education in terms of incorporating languages into classes.