The Indispensable University-School Partnership

Re-Signifying Pedagogical Practices Through the Development of Multiliteracies in English Language Classes in Lower Secondary Education

Resumo

As part of a broader research funded by FAPEMIG, this study was conducted by language researchers (Portuguese and English) from three public universities in Minas Gerais (MG), investigating pedagogical practices related to multiliteracies in the post-pandemic educational scenario. Initial results obtained in two schools in the Inconfidentes region reveal significant challenges in implementing multiliteracies, exacerbated by post-pandemic conditions. Despite these obstacles, university-school collaboration shows promise. Through Hyland’s metadiscourse categories and Ginzburg’s evidentiary paradigm, the analysis highlights the potential for more equitable and practical educational strategies. The aim is to contribute to teacher education, student performance, and replicable teaching approaches, through the reformulation of methodologies and the promotion of lasting educational improvements in MG in constant partnership with our fellow teachers in lower secondary education. As a result, our research reaffirmed that true collaboration between university and school is not a one-way process; rather, it is built on the exchange of knowledge, experience, and reflections. From the participating schools, the universities have primarily learned about the pragmatic resilience and the pedagogical creativity of teachers working under complex socio-educational conditions, especially in the post-pandemic context. Teachers shared localized strategies to address multiliteracy teaching challenges, which often diverge from the models typically proposed within academia.