Abstract

This article focuses on university writing practices with a multimodal approach. (KRESS, 2010; ARCHER; BREUER, 2016) In Latin America, inquiries in multimodal writing have had scarce attention, as a logocentric view predominates in the studies. (KRESS, 2010; PARODI, 2010) Therefore, we propose to broaden the gaze when approaching university writing in two senses: On the one hand, involving the students’ voice (LEA; STREET, 1998; ROMERO; ALVAREZ, 2019), on the other hand, taking the inquiries beyond the verbal mode. (BEZEMER; KRESS, 2008; VÁSQUEZ-ROCCA; VARAS, 2019) Thus, the social representations of students and teachers in relation to multimodal productions were contrasted. The results indicate that both groups recognize the importance of semiotic resources, however, their teaching is still incipient.