Multiliteracies and social gender: an experience of rereading poems in artistic installations in the school space

Abstract

This study aims to present a critical discursive analysis of a multiliteracies experience developed with high school students, centered on the reading of poems with their recreation in artistic installations and the problematization of how this literary manifestation thematizes the feminine in social gender relations. To describe and analyze this practice, we started from the theoretical framework of critical discourse studies according to Fairclough (2003), Chouliaraki e Fairclough (1999), Vieira (2019, 2022, 2023), Resende (2019) articulated with the Multiliteracies approach proposed by Rojo (2009) e Kalantzis; Cope; Pinheiro (2020), with assumptions of Social semiotics according to Kress e Leeuwen (2006, 2002); Leeuwen, (2022) and to Latin American theoretical practices on discourse, power and social gender according to Lugones (2007, 2014). The discursive-semiotic analysis focused on spatial (inter)actional meanings, considering their structure and value and their interaction with other semiotic modes in the constitution of installations as situated discursive genres. We found in the analyses that students end up reflecting more critically on their experiences, as young people socially and culturally situated in a particular time and space, which allows them to contest the practices of the modern colonial world system and engage in other ways to think about social gender relations.