Digital Infographic Genre: a study proposal for Basic Education from the perspective of Dialogical Discourse Analysis and Historical-Critical Pedagogy

Abstract

This article presents a Teaching Work Plan that favors digital genres, with an emphasis on infographics, originated from scientific studies carried out in 2019. For our investigation, we analyzed what the Common National Curriculum Base (CNCB) and Parana’s Curriculum Reference (PCR) recommend, in order to understand the extent to which it is possible to produce a useful and relevant teaching material for the final years of Elementary School II. To do so, we based it in Dialogical Discourse Analysis (DDA) and Historical-Critical Pedagogy (HCP). The research is justified, since it is necessary to reflect on strategies that allow the improvement of theoretical and practical capital in the literacy processes required of students in the Basic Education Network. Our research is characterized as theoretical, with a qualitative-interpretative approach and explanatory purposes. As a result, possibilities are created to carry out digital literacy actions in the school environment.