THE CONTRIBUTIONS OF DIGITAL TECHNOLOGY TO READING AND WRITTEN TEXT PRODUCTION IN PORTUGUESE LANGUAGE CLASSES FOR HIGH SCHOOL STUDENTS IN A FULL-TIME PUBLIC SCHOOL IN ITACOATIARA/AM

Abstract

This article, which is part of a section of a doctoral thesis, investigates the potential of a digital reading club mediated by interactive e-books as an intervention strategy to foster reading motivation and engagement with works required in university entrance exams during the 2025 school year. Adopting a mixed-methods action research approach (predominantly qualitative), the project was implemented in the second semester of 2025 at the CETI - Dom Jorge Edward Marskell Full-Time School, located in Itacoatiara/AM, with high school students. During the research, the LiterAtiva application (web platform with Firebase Studio and Gemini assistant) was developed, incorporating gamified elements: AI-generated contextual quizzes, thematic illustrative puzzles, collectible cards, and mandatory progression through correct answers. The results indicate a significant increase in interest and frequency of reading, with students showing enthusiasm during classroom sessions, greater engagement with university entrance exam materials, and improvements in reading comprehension and text production—essential skills in educational development. Gamification and multimodal interactivity proved to be motivating factors, aligning with the BNCC (Brazilian National Curriculum Base) guidelines for critical and collaborative digital practices, in addition to enabling student protagonism. Thus, it is affirmed that interventions based on emerging technologies can revitalize reading habits in high school, transforming mandatory reading into a pleasurable, autonomous, and emancipatory experience.