BooKTok: contribuições para desenvolver o hábito de leitura em sala de aula

Abstract

The research focused on investigating how the digital phenomenon BookTok, a TikTok community focused on literature, can contribute to adolescent reading development. The study sought to understand the positive and negative impact of booktokers on encouraging reading, aligning them with the guidelines of the National Common Curricular Base (BNCC) and proposing pedagogical practices. Qualitative and exploratory, the research began with a literature review and analysis of videos of literary profiles, focusing on multimodal resources, persuasive strategies, and representations of reading. From this analysis, a pedagogical proposal was developed for a reading and writing workshop that encompasses stages before, during, and after reading (Solé, 1998), integrating multiliteracies and digital literacy. The results indicate that BookTok has the potential to engage young readers by bringing literature closer to familiar digital languages, although it presents risks such as superficiality and uncritical consumption. It is concluded that, when critically mediated by the teacher, the phenomenon can be incorporated as a pedagogical resource, strengthening student protagonism, expanding reading competence and redefining the habit of reading in the school context.