Multiliteracidad en la asignatura de Lenguaje Revisión sistemática de la literatura entre 1996 y 2020
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Resumen
Producto de las transformaciones digitales, sociales y culturales, las prácticas de literacidad en la actualidad incorporan diversos modos semióticos, medios y espacios tanto dentro como fuera de la escuela. Sin embargo, la enseñanza del lenguaje en las escuelas se ha centrado principalmente en el aprendizaje del código y en la literacidad verbal. A pesar de que se ha propuesto una pedagogía de la multiliteracidad hace más de una década, se ha explorado poco sobre los beneficios y dificultades de su implementación en la educación primaria y secundaria. Por lo tanto, este artículo sistematiza las evidencias de investigaciones sobre prácticas de multiliteracidad en contextos escolares en la asignatura de Lenguaje en el periodo 1996-2020. A partir de dos búsquedas en base de datos y un análisis inductivo posterior, se seleccionaron 26 estudios empíricos. Del análisis de los artículos, emergieron tres temas para comprender cómo se ha abordado la multiliteracidad: géneros multimodales, pedagogía de la multiliteracidad y reconocimiento de la diversidad. Los resultados resaltan cómo las prácticas pedagógicas posibilitan la incorporación de otros modos semióticos, además del verbal, para fomentar la comunicación, así como cambios hacia dinámicas más democráticas, dialógicas e inclusivas en el aula.
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