Transliteracy: Portuguese language teaching mediated by ICDT

The arrival of Digital Information and Communication Technologies (ICDT) in the school context opens space for the centrality of teaching - which almost always falls on the figure of the teacher and / or the student - to be established in 'learning' as a process (ASSMANN, 2001). Thus, located in the area of Applied Linguistics (KLEIMAN; CAVALCANTI, 2007) and in the light of qualitative / interpretive and ethnographic research (DENZIN; LINCOLN, 2006), we aim to discuss how pedagogical practices anchored in the translocations can contribute, reciprocally, to the training expanded criticism from the teacher and students, in Portuguese language classes in the 3rd grade of high school at a state school. The discussions were basically based on the concepts of transliteracies (THOMAS et al., 2007), culture (CANCLINI, 2009), multimodal text (RIBEIRO, 2018), local knowledge (BASILIO, 2006) and multi-obstacles (ROJO, 2013). From the analysis, we understand that an approach anchored in the transliteracies, mediated by TDIC and in its relationship with local knowledge, allows the valorization of the knowledge specific to each social group, making the production of knowledge a more meaningful process for the student, who ceases to be a mere recipient of content and starts to play an active role, sharing the responsibility for learning with the teacher.