Ample: A methodological proposal for the analysis of (multi)literacy practices in schools

Authors

DOI:

https://doi.org/10.1590/1980531411211

Keywords:

Media Education, Research Methodology, Ethnography, Technological Literacy

Abstract

This article presents a methodological proposal for the construction of data analysis concerning production practices across multiple media in school settings. Based on an investigation of a high school teacher’s documentary production project with her students, we sought to develop a methodological proposal that would enable the interpretation of how the teacher and students interpreted the various aspects of their educational practice. Thus, based on the framework of multiliteracies, the following proposal was outlined: situated practice, open instruction, and transformed practice as macrocategories for data organization; educational focus, curriculum, teacher’s role, student’s role, type of teaching, type of assessment, and types of interaction as microcategories of analysis.

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Author Biography

Bruno Cuter Albanese, Universidade Federal de Viçosa (UFV), Viçosa (MG), Brasil

Doutor em Linguística Aplicada, na área de linguagem e educação, pela Universidade Estadual de Campinas (Unicamp). Atualmente, é professor assistente do Departamento de Letras da UFV, atuando na área de ensino de língua materna, e membro da rede interinstitucional Letramentos entre Linguagens e Culturas na Escola (LELCE).

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Published

2026-01-27

How to Cite

Albanese, B. C. (2026). Ample: A methodological proposal for the analysis of (multi)literacy practices in schools. Cadernos De Pesquisa, 56, e11211. https://doi.org/10.1590/1980531411211

Issue

Vol. 56 (2026)

Section

Articles

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Copyright (c) 2026 Bruno Cuter Albanese

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