EDUCATION FOR DIVERSITY: THE ROLE OF MULTILITERACIES IN THE FORMATION OF CRITICAL AND CULTURALLY SENSITIVE SUBJECTS

Abstract

This article analyzes the contributions of the Pedagogy of Multiliteracies to the development of critical and culturally sensitive individuals in the context of basic education, considering the cultural, social, and communicative transformations that shape contemporary schooling. The study addresses the following research question: how can the Pedagogy of Multiliteracies contribute to educational practices committed to cultural diversity, critical thinking, and student participation? The objective is to analyze how the principles of multiliteracies can support pedagogical practices that integrate cultural diversity, multimodality, critical literacy, and citizenship education. Methodologically, this is a qualitative, bibliographic, and analytical study based on a review of scientific articles, books, and book chapters related to the topic, with emphasis on recent publications and seminal authors in the field. The selected material was organized and interpreted according to four analytical axes: cultural diversity, multimodality, critical literacy, and transformative pedagogical practices. The results indicate that multiliteracies contribute to valuing students’ sociocultural repertoires, expanding possibilities for meaning-making, and strengthening critical multimodal reading and production practices. It is concluded that this perspective can foster more inclusive and socially responsive educational practices, provided that its incorporation into the curriculum goes beyond the instrumental use of technologies and remains connected to the recognition of diversity and the development of critical agency.