Multiliteracies, Digital Media, and Continuing Education: challenges and possibilities for Teaching in Basic Education

Abstract

The multiliteracies perspective, formulated by the New London Group, has become a central framework for understanding contemporary transformations in teaching and learning processes, especially in contexts marked by the intensified use of digital media and sociocultural diversity. This article critically analyzes the challenges and possibilities of incorporating multiliteracies into the continuing education of basic education teachers, considering the tensions between curricular policies, pedagogical practices, and concrete conditions of teaching work. Methodologically, this is a qualitative, theoretical-analytical research, based on a critical bibliographic review of national and international authors and on a documentary analysis of normative frameworks of Brazilian education. The results indicate that, although multiliteracies broaden the pedagogical repertoire and favor more inclusive, critical, and contextualized practices, their implementation in continuing education still faces structural, formative, and institutional limitations. It is concluded that consolidating this perspective requires consistent public policies, investment in critical training, and recognition of the teacher as an author of meaningful pedagogical practices