Gêneros discursivos digitais em sala de aula: uma perspectiva de incremento à leitura e à produção de textos na Educação Básica

Abstract

The teaching of Portuguese in schools should not be dissociated from everyday communicative language acts and should not disregard the linguistic experiences of its audience. Therefore, the proposed work presents some possibilities for using discursive genres that are closer to contemporary basic education students: digital ones. Bringing them to school not only enhances the reading and writing production of the students but also aligns with what is proposed in the guiding document of Brazilian education, the National Common Curricular Base. (BNCC). The contemporary ubiquitous student-reader is not limited to the fixed or rigid patterns of reading; rather, they are a co-producer of multisemiotic texts capable of reproducing their habits in the fields/spheres of action where they are most active. In this context, the fast and intuitive navigation of digital hypertexts aptly represents a generation that no longer finds meaning in static readings without possibilities for alterations. It is therefore up to the school and the teachers, especially those of Portuguese Language, to act as moderators between an audience, holding an almost infinite range of information, and a society eager for morally ethical and responsible citizens.