Palavra impressa, mundo em pauta

multiletramentos, tecnologias digitais e protagonismo discente no ensino de gêneros jornalísticos

Abstract

This experience report describes and analyzes the production of a school newspaper developed with two 9th-grade classes in 2025 as a strategy to address reading and writing gaps intensified in the post-pandemic context. Grounded in the pedagogy of multiliteracies (New London Group), the ideological model of literacy (Street), and Bakhtin’s dialogic conception of language, the project integrated journalistic genres, multimodality, linguistic and visual design, and the critical use of digital technologies, including Artificial Intelligence. Students produced reports, articles, news pieces, interviews, and sports sections focused on their local reality, engaging in socially situated literacy practices and exercising student agency. The project aligns with the Brazilian National Common Core Curriculum (BNCC) by fostering critical reading, contextualized text production, and ethical language use. The findings suggest that the newspaper’s development expanded linguistic and digital competencies, strengthened authorship and critical awareness, and reinforced writing as a meaningful social practice for civic education.