Produção de infográficos no ensino médio: apontamentos e possibilidades de ensino transformador

Abstract

This work presents a proposal for the production of infographics to be carried out with high school students. Therefore, the main objective is to contribute to the exercise of the pedagogical practice of teachers of basic education, from the promotion of theoretical-methodological knowledge about the production of the infographic genre. As a problematization, the following question was raised: How to develop a proposal for the production of infographics in High School from the perspective of multiliteracies in order to provide a condition for the formation of contemporary readers? In this way, a qualitative research of a bibliographical-prepositional nature is constituted. It is theoretically based on educational regulations, namely, National Curricular Parameters-PCN (BRASIL, 1998), National Common Curricular Base- BNCC (BRASIL, 2017, 2018), as well as the perception of authors, such as Bakhtin (2016 [1979] ). In this way, it is methodologically supported by the studies of Rojo (2012), Vergna (2020), Brito and Paiva (2021), Paiva, (2009, 2011, 2013, 2016, 2021), when pointing out considerations about the concept, processes of reading and production of meanings of the infographic textual genre. In addition to Paiva and Gomes (2021), who present guidelines to be considered by teachers when working with different texts, with emphasis on the infographic. As partial results, it is assumed that this proposal will bring great contributions not only to teachers of the Portuguese language component, but also to teachers from other areas, since they will acquire knowledge about the theoretical assumptions discussed, such as the conception of pedagogy of multiliteracies, which gained notoriety in the exercise of current teaching practices. In fact, the relevance brought to the students themselves is also highlighted, since it will contribute to the performance of the skills and abilities expected in the teachinglearning process, as well as the development of visual, digital and critical literacy.