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The textbook is still the main tool used in the development of school literacies, although there are other knowledges (multiple literacies) by which the subject is sociohistorically and culturally constructed and which the textbook may render invisible. In this article, I present, timidly, the guiding lines that directed a practice of intervention at the Colégio Militar de Salvador, in 2014, with seventh-year students, as a basic requirement of the Professional Master's in Literature. This practice, of a sociointeractional (cf. Vygotsky 1998 [1930]) and ethnographic (Bortoni-RICARDO, 2008) nature, was based on qualitative and quantitative research, and it generated data from the observation and analysis of the collected material, in order to validate the multiliteracies of students in the classroom. A product of this study was a pedagogical notebook that supplements the textbook, in which are included some activities prepared for and by the students during the process. The belief underlying this notebook is that it is a way to make the students’ knowledge gain visibility and voice.

FERRAMENTAS DE APRENDIZAGEM E CONSTRUÇÃO DE MATERIAL DIDÁTICO: PRÁXIS DE (MULTI)LETRAMENTOS NO ENSINO FUNDAMENTAL II