Práticas de letramento digital: o uso do Canva na produção do gênero discursivo/textual foto-notícia

Abstract

Digital culture transformations have caused significant changes in reading, writing and interactions practices, demanding the school and docent body a methodology and pedagogic conceptions review. In the Brazilian context, despite the occurrence of digital technology access expansion, the mere availability of equipment does not guarantee digital literacy development, especially in the Portuguese language teaching. Considering this scenario, this research goal is to investigate the use potential of the Canva platform as a pedagogic tool in order to promote digital literacy focusing in the construction of the discursive/textual photo-news genre in a 9th grade middle school full-time school at Fortaleza, CE. The research is theoretically based on literacy studies and Soares (2002, 2022) in the digital literacy concept by Coscarelli & Ribeiro (2011), but also the discursive/textual genres theory based on Bakhtin (2010) and Marcuschi (2008). The methodological path took a descriptive-exploratory nature qualitative approach (Gil, 2002), configuring an action-research (Thiollent, 1986) with ethnographic contribution, developed in the researcher workplace. The collect instruments included the application of a Digital Didactics Activities Sequency (DDAS), structured by the Dolz, Noverraz and Schneuwly (2004) didactic sequence model, also including the initial and final student productions and digital literacy criteria established in the research. Considering that the students are frequent digital technologies users, but not always know how to use them in a critical and productive way, it’s expected that the project aids the selection, organization and production of the multimodal information, contributing to a more conscious cyberspace participation. Furthermore, the pedagogic use of Canva platform can increase the alumni engagement on approaching the school practice to digital culture significant support and language. It’s expected, therefore, that the research helps the docent reflection on innovative methodologies, amplifying the comprehension of contemporaneous literacy and offering concrete ways to the qualified integration of digital technologies on the teaching of the Portuguese Language. The achieved results along the process way allow an affirmation that the outlined were reached significatively, revealing the workshops learning impact on students alongside the proposal relevance to other educational contexts.