THE CHALLENGES OF DEVELOPING MULTILITERACY IN CITIZEN EDUCATION THROUGH THE USE OF CONTEMPORARY DIGITAL TECHNOLOGIES

Abstract

This article analyzed the challenges of developing multiliteracies in citizen education within the context of contemporary digital technologies. Its objective was to discuss how schools can promote reading, writing, and authorship practices in multiple languages, fostering critical and responsible social participation in the digital environment. The methodology adopted was bibliographic research, based on academic productions and guiding documents that address multiliteracies, digital culture, media literacy, and pedagogical language practices. The results indicated that multiliteracy depends on pedagogical intentionality, continuous teacher training, and curricular reorganization to include authorial projects, critical media analysis, guided research, and multimodal production. It was observed that the use of technologies, when limited to the instrumental aspect, tends to generate superficial learning, while planned proposals broaden the linguistic repertoire and strengthen competencies such as argumentation, source curation, and informational ethics. Significant obstacles were also identified related to infrastructure, unequal access, insecurity in the evaluation of multimodal productions, and lack of pedagogical time for deeper experiences. It was concluded that the consolidation of multiliteracies requires articulation between material conditions, curriculum, and teacher mediation, in order to ensure that technologies are used as means to promote autonomy, critical thinking, and citizenship, and not merely as resources for occasional classroom support.