MULTILETRAMENTOS E AUTONOMIA NO ENSINO DE LÍNGUA PORTUGUESA: A RESPOSTA ERRADA COMO DISPOSITIVO DE REINVENÇÃO PEDAGÓGICA

Abstract

This article, in the field of Applied Linguistics, investigates how the dialogic analysis of responses considered "wrong" in diagnostic activities can foster student autonomy and teacher self-formation in Portuguese Language teaching. Faced with an evaluative culture traditionally centered on punishment and metrics, this study proposes a shift from the error to the field of pedagogical evidence, understanding it as a constituent part of the learning process. The research is grounded in a qualitative interpretative approach and is based on the socio-cultural assumptions of language and the pedagogy of multiliteracies. Methodologically, it analyzes two diagnostic activities applied to middle school students in the public school system: one focused on reading verbal narrative and the other centered on a multimodal text. The analysis focuses on interpretative patterns, semiotic choices, and the possibilities for pedagogical replanning that emerge from the encounter between curricular prescriptions and the reality experienced in the classroom. The results indicate that the "wrong" answer, when understood as a legitimate interpretative hypothesis, functions as a powerful formative and exotopic device. It is concluded that the resignification of the error enables investigative evaluative practices that expand the agency of the subjects, promoting a pedagogical reinvention necessary for the consolidation of autonomy and language teaching as a social practice in basic education.