Abstract
This chapter discusses the ‘learning by design’ concept of the Pedagogy of Multiliteracies in a Brazilian project. It first contextualizes the arrival of the literacies/multiliteracies/new learning ideas in Brazilian schools and academia. This came at an opportune moment, after the ‘years of lead’ of the dictatorship. In the Brazilian context, Paulo Freire’s ideas had in the 1960s brought new insights and new breath to education in Brazil. These were — in terms of a nationwide public education program — somewhat invisible in the 1960s but rescued in the late 1980s and beginning of the 1990s. Much discussion about the suitability of particular literacy approaches has gained academic focus since then. The Multiliteracies/new learning proposals have found resonance in Brazil, in view of their affinity with debates that had been disseminated by Freire a few decades before. The Multiliteracies/new literacies founding theories have enabled a reconfiguration of those studies in the face of a new socio-historic movement in Brazil and abroad.
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© 2015 Walkyria Monte Mór
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Mór, W.M. (2015). Learning by Design: Reconstructing Knowledge Processes in Teaching and Learning Practices. In: Cope, B., Kalantzis, M. (eds) A Pedagogy of Multiliteracies. Palgrave Macmillan, London. https://doi.org/10.1057/9781137539724_11
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DOI: https://doi.org/10.1057/9781137539724_11
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