Multiliteracies Practices at School: For a Responsive Education to Contemporaneity

Abstract

Sharing with Rojo the assumption that Bakhtin’s Circle philosophy of language owns the necessary lightness of thought and plasticity for the comprehension and analysis of contemporary multiliteracies practices, this paper aims, from a Bakhtinian perspective, at reflecting about the meanings of educating as a responsible act. Parting from the idea that a responsible education should not only be responsive for the multiple uses of languages that (re)design performances in our contemporary world, but also lead to the critical positioning about these uses, we relate some of the Circle’s constructs such as ideology, dialogism, genre, hybridism, responsiveness, responsible act, etc. with the notion of teacher’s knowledge, views of language constructed in the dialogues between Applied Linguistics and Cultural Studies and the pedagogy of multiliteracies proposed by the New London Group so as to think of educational processes that are responsive to contemporaneity.