Questão 66746

An English teacher at a vocational high school, where students are training to be web developers, notices a disconnect. In their technical classes, the students engage in complex literacy processes: they read and write code, decipher technical documentation in English, collaborate on platforms like GitHub, and participate in specialized online forums. However, in his English class, which follows a traditional textbook, these same students are disengaged and perform poorly on tasks like writing a simple narrative or reading a short story. The teacher realizes that the students' specialized, digital literacy practices are not being recognized or leveraged in the ELT classroom. He wants to redesign his curriculum based on a 'Literacies' (plural) perspective, which acknowledges that different communities and disciplines have different ways of making meaning. He is inspired by a text on Literacy in a New Media Age, which states: 'Literacy is not a single, universal skill. It is a social practice, situated in specific contexts. The literacy of a poet is not the same as the literacy of a scientist, which is not the same as the literacy of a gamer or a coder. An effective pedagogy must identify the students' existing literacy resources and build upon them, rather than imposing a single, decontextualized model of 'schooled' literacy.' The teacher's challenge is to create a project that validates the students' 'coder literacies' and uses them as a bridge to develop more general academic English skills.

Which of the following projects best applies a situated, pluralistic view of literacy processes to this specific educational context?