Digital narratives and multisemiotic texts: report on pedagogical intervention in Portuguese language teaching

Abstract

This article presents the results of a pedagogical intervention in the teaching practice of a Portuguese language teacher at a state public institution located in the city of Londrina, in the northern region of the state of Paraná. The pedagogical action was guided towards the production of multimodal and multisemiotic accounts through digital narratives with students from a first-year High School class. We assume that working with multisemiotic texts in the classroom allows for the development of teaching based on dialogicity and dialectics between usage and reflection. Initial observations lead to the inference that the Portuguese language teacher, upon understanding the possibilities of using Digital Information and Communication Technologies (DICT) and enhancing their digital competencies as an educator, is capable of addressing the new textual genres emerging from the digital medium in the classroom, in a way that explores and integrates them into the teaching and learning process. It is expected that, at the end of this research, some possibilities for the school to use DICT in favor of more effective Portuguese language learning in reading and writing will be indicated, thus encouraging teachers to innovate in their pedagogical practices.