REENACTING MATINTA: A MULTIMODAL PADLET-BASED PROPOSAL FOR HIGH SCHOOL

Abstract

Considering the need to expand reading and text production practices in the context of contemporary languages, especially given the increasing presence of multimodal texts in the school environment, this article presents a proposal for a pedagogical practice focused on multimodal texts in high school, taking as its starting point the reinterpretation of the Amazonian legend Matinta Pereira. The objective is to develop students' reading competence and authorship through the creation of multimodal versions of the traditional narrative. To achieve this, a simulated pedagogical activity was designed for third-year students from the public school system of the state of Pará, involving reading, analysis and collaborative group production, followed by the publication of the reinterpretations on the Padlet platform, organized in three formats: visual, sound and audiovisual. As evaluation instruments, an interpretative test and a gamified quiz were developed, focusing on the analysis of texts that articulate different modes of language. The proposal is grounded in the assumptions of multiliteracies (Rojo, 2012), the approach to textual multimodality (Ribeiro, 2016) and the pedagogical use of Information and Communication Technologies (ICTs), based on the theory of connectivism (Siemens, 2006). Thus, it is observed that pedagogical practices integrating reading, multimodal production and digital technologies can foster the development of critical reading, creativity and students’ expression. It is concluded that the articulation between multiliteracies, multimodality and digital technologies contributes to more meaningful language practices aligned with contemporary communicative genres and media.