Action-reflection dialectic in the educational process: ideology and power in Pedagogy of Multiliteracies

ideology and power in Pedagogy of Multiliteracies

Abstract

In this work, we aim to relate the concepts of ideology and power, according to the Critical Discourse Analysis, the latter focusing on language as social praxis, and the Pedagogy of Multiliteracies, the latter, with regard to its procedural elements: situated practice, explicit instruction, framing critical and transformed practice. We propose that the reflection-action dialectic presides over this relationship between Linguistics and Education, in which the reality in which educational actors are inserted is recognized, but also the possibilities of transforming an unequal social scenario, which involves multiliteracies. This theoretical-methodological meeting necessarily passes through the sense of ideologies as responsible for maintaining power and the consequent exclusion of subjects. To operationalize the stages of Pedagogy of Multiliteracies we also suggest guiding questions and procedures to recognize the initial concrete situation from a problem, the possible ways to try to solve it and the application of knowledge produced in other contexts.