Argumentação prática multimodal e a formação de leitores críticos no contexto das mídias sociais

Abstract

This research investigated the relationships that 8th-grade students in a public school establish with digital networks, examining how practices of consumption, interaction, and sharing on social media influence the construction of identities, modes of participation, and social perceptions in the face of discourses permeated by ideologies, prejudice, and denialist narratives. The study is theoretically grounded in the Bakhtinian conception of subjectivity and dialogism, in the perspective of argumentation in discourse (Amossy, 2018), and in the framework of multimodal practical argumentation (Segundo; Macagno; Azevedo), which understands the construction of argumentative meaning through the articulation of different semiotic modes. These foundations are complemented by the notion of convergence culture (Jenkins, 2009) and by the principles of critical media literacy (Silva, 2023), essential for understanding contemporary communicative dynamics. Methodologically, the study developed a Teaching Project composed of five intervention modules, carried out in the classroom, addressing the mapping of digital habits, analysis of disinformation, identification of argumentative strategies, deconstruction of viral media events, and elaboration of a digital good-practices guide. The results reveal that students, by problematizing multimodal content circulating on social networks, developed greater awareness of filter bubbles, algorithmic manipulation, hate speech, and persuasive intentions. They also demonstrated significant growth in their ability to argue, assess the credibility of information, and adopt more ethical, reflective, and responsible positions in digital environments. The research thus highlights the transformative potential of pedagogical practices that integrate digital culture and multimodal argumentation into the teaching of Portuguese Language.