Versões de Chapeuzinho Vermelho e a Multimodalidade no Ensino de Língua Inglesa.

Abstract

Acquiring another language is not limited to only learning its grammar or vocabulary, but also thinking critically and being able to express yourself in different situations. In the case of the English language, an already globalized language, the insertion of digital literacy in teaching reading and writing is essential. The use of visual, interactive and multimodal resources for the teaching and learning process is something that has been expanding significantly. Justifying the suggestion of a material that can be used in English language classes, this article aims to analyze and explain how we can use fairy tales, more specifically retellings of the Little Red Riding Hood tale, and multimodality as allies in this process. The selection of the tale is based both on the author's contact with the story and on the fact that it is well known, both worldwide and in Brazilian culture. For the theoretical basis, it was used some of the studies by SANTIAGO, NETO (2019); ESTEVES, GONÇALVES (2020); FREIRE (1970); GIROUX (1997); LIMA, MIOTO (2007) and others. The research resulted in lesson plans and activities with suggestions for practices of vocabulary, grammatical structure, critical literacy, creative writing and intercultural dimensions through rereadings of Little Red Riding Hood by Kimmel (2006), Young (1989) and Daly (2013), demonstrating, through these materials created, the various ways on how fairy tales can be used when learning English.