Letramento audiovisual em línguas adicionais: uma experiência de mediação com clipes musicais

Abstract

Social subjects live in an increasingly globalized and interactive world. Cultures and languages intersect between advances in communication and social intercourse. Diverse technologies emerge and bring with them relevant and latent challenges to language teaching and learning. Therefore, it is understood that the use of technologies, combined with planning and fostering the search for learning, can help the practice in the classroom and minimize the challenges related to teaching and learning languages, which are increasingly presented more thriving. In this perspective, the aim of this research is to propose the use of music clips as a mediation tool, also promoting audiovisual literacy in virtual and collaborative learning of additional languages. The research was based on the linking of the interacting collaborators to a discipline generated in the Moodle platform and the application of didactic sequences of music clips linked to the project "INTERCULT: collaborative and intercultural learning of languages via teletandem" of the Universidade Estadual da Paraíba in partnership with the Profesorado Superior de Lenguas Vivas de Salta - Argentina. The research is in the area of Applied Linguistics, focusing on the process of teaching and learning additional languages. Methodologically, the research was carried out in an intercultural perspective, by the dynamics of the locus, the intervention activities and the participants. At the end of the research, it was verified that Brazilian and Argentinean interactors showed a deepening in the learning process of the target language, through the cultural immersion that took place through the music clips. As well as developing the skills of interpretation of visual, imagery and sound elements. Therefore, is believed that, given the results achieved with our research, it is possible to enhance the already existing discussions on multiliteracies in the teaching of additional languages and contribute to the rethinking of teachers and the projection of new perspectives for the field of collaborative activities, with a view to demands that Brazilian education has ordained in these days.