Curadoria digital e práticas de multiletramentos laborais

Abstract

The present research aims to analyze digital curation as a multimodal literacy practice among curators of digital learning objects. It is situated within the field of Applied Linguistics due to its interdisciplinary approach (Moita Lopes, 1994; 1996; 2011). The study draws on the theoretical foundations of New Literacy Studies (Barton; Lee, 2015; Barton; Hamilton, 1998, 2000; Kleiman, 1995; 2005), emphasizing its social and ideological approach (Street, 1984; Oliveira; Kleiman, 2008; Oliveira, 2010). It also relies on the contributions of Multiliteracies (Rojo, 2012, 2013, 2015), including Digital Literacy (Buzato, 2009; 2012), and Workplace Literacy (Paz, 2008), as well as drawing on discussions about Bakhtin's dialogical perspective (2009; 2011). Furthermore, the research is grounded in the triad of language, discourse, and identity, focusing on the theoretical approach advocated by Critical Discourse Analysis (Fairclough, 2001). Methodologically, it adopts a qualitative interpretative perspective (Moita Lopes, 1994, 1996) with an ethnographic inspiration (Chizzotti, 2006), particularly utilizing virtual ethnography (Hine, 2000; Kozinets, 2014). The research corpus includes transcripts of interviews and participant observations, both conducted through Google Meet, along with records from curators' notebooks and field notes. The analyzed and discussed data reveal that the curatorial practice of digital learning objects is carried out through predetermined stages on the platform. Curators engage in reading, analysis, evaluation, and validation of digital objects of learning, based on selected criteria that may vary among curators. Additionally, the study highlights the dialogical conception of language as the perspective adopted by curators in their curatorial activities. Finally, it brings attention to identity traits suggesting a professional hybridization, where curatorial discourse intertwines with teaching discourse.