Multiliteracies and mini-histórias: experiences in pedagogical investigations

Abstract

The article analyzes the relationship between experiences of multiliteracies and the collaborative production of mini-stories developed in the last decade, problematizing their pedagogical unfolding in front of the new demands of basic education. Considers three main axes: (1) the legacy of multiliteracies pedagogy and the recognition obtained with strategies based on mini-stories; (2) the potential of these narratives to foster dialogical practices with the cultural community from early childhood education; and (3) the challenges and possibilities for teachers when incorporating them in school contexts permeated by urgencies and external pressures. The research, with a participatory character, integrated teachers and children as co-authors, combining visual, written and oral records in documentation processes that expanded expressive, communicative and critical capacities. Multiple dimensions were contemplated - visual, corporal, sensory, emotional, spatial, environmental, cultural and critical literacies, articulated in practices of observation, listening and shared investigation. The results show that working with mini-stories promotes coexistence with diversity, strengthens socioemotional ties and enhances the collective construction of knowledge and new questions. It is concluded that this approach contributes to more inclusive, creative and sensitive pedagogical practices, capable of transforming school experiences into processes of self-formation and cultural resistance, consolidating the protagonism of children and educators in the contemporary scenario.