Multiliteracies experiences in public school: Hybrid education, active methodologies and interdisciplinarity

Abstract

Technological advances are changing the way we relate, how we communicate and how we work. Of course, education also undergoes a process of change. This article deals with technology and education from a bibliographic study, and aims to discuss cyberculture and multiliteracies as marks of our society and their relationship with the school space, to then present and discuss two reports of inspired experiences in the hybrid teaching model in public schools. The relevance of the theme is justified in a society in which the use of information and communication technologies is increase, implying multiple literacies and the need for new teaching strategies. In the perspective of Lemos (2014), Lèvy (1999) and Santaella (2007), we bring concepts of cyberculture and cyberspace; with Lemke (2010) and Rojo and Moura (2019), we discussed education in times of multiliteracies; with Bacich and Moran (2018) we presented clarifications about active methodologies and hybrid teaching. We also point out our reflections from the studies cited, as well as from the experiences reported and indicate the intention to carry out new projects in order to deepen the study of the new literacies and how integrative projects such as those presented in this article contribute to the training of students with regard to reading and writing comprehension.