PEDAGOGY OF MULTILITERACIES AND THE COMBATING OF DISINFORMATION IN MATHEMATICS CLASSES: CORRELATION VS CAUSATION

Abstract

This article aims to analyze the implications of the Pedagogy of Multiliteracies for combating disinformation, through a debate on correlation and causality in Mathematics classes. Regarding methodological procedures, it is characterized as qualitative research of a descriptive nature. To generate the data, we used participatory research, in which the instruments adopted were the field diary of the researcher teacher, participant observation, a virtual questionnaire and the transcription of the discussions of a debate. Regarding the locus of the research and its participants, the investigation was developed with students of the second year of high school, in a private school, in the city of Blumenau-SC. As results obtained, we highlight that the reconstruction of the concept of causality by the students, during the debate, demonstrated that literacy practices guided by the Pedagogy of Multiliteracies can be favorable in the context of Mathematics Education, especially regarding the development of students' critical and analytical thinking. We also emphasize that the research presented contributions in relation to the analysis of data generated based on the four principles of the Pedagogy of Multiliteracies, listing possibilities for understanding literacy transformed practices in Mathematics classes.