A prática de produção textual a partir do uso do aplicativo Canva: uma proposta de postagem no Instagram

Abstract

After the implementation of the National Common Curricular Base (BNCC), there is an increasingly need to foster multiliteracies within the classroom (ROJO, 2013), particularly in the aftermath of the covid-19 pandemic, in which technologies have become the primary means of facilitating learning due to social isolation. In this backdrop, the present study analyzes the implementation of a writing proposal applied to the 9th grade of Elementary School, with the aim of understanding a practice of teaching textual production during the pandemic, and the utilization of the Canva tool to enable such instruction. To accomplish this, the application context of the proposal is described, followed by an analysis of the proposed production situation, in accordance with the guidance provided by Leal (2011). The task involves composing a social media post for the Instagram platform. Lastly, some examples of student productions are analyzed to evaluate the outcomes of the activity and the development of students' digital literacy. The findings reveal that both Canva and the structured proposal for textual production significantly contributed to the teaching practice of writing in the applied context.