Multimodalidade: uma análise de dois perfis de redes sociais digitais para a preparação de textos modelo Enem

Abstract

In this article, we start from the notion of multimodality as a property of texts/discourses that, to be critically understood, requires the development of readers' multiliteracy (Rojo; Moura, 2019). We aim to investigate how content produced on the digital platforms YouTube and Instagram are configured in terms of content and multimodality, discussing the benefits and harms of the massification of content. To do this, we analyzed two profiles of content producers on these two platforms for those interested in writing for the National High School Exam (Enem) and some comments from users of these platforms. From the analysis of this material, we were able to understand how multimodal resources influence the quality and dissemination of this content and how they can reflect on the understanding of the interlocutor, in addition to understanding that, in most cases, the content produced on YouTube and Instagram has the function of making the textual writing process automatic, without resorting to the critical sense, inherent to every authentic and reflective writing process.