Ensino de leitura em interação digital, proposta de atividades com o Instagram para o ensino médio

Abstract

The general objective of this paper is to reflect on the teaching of reading in digital interaction. To this end, we critically present the guidelines of the BNCC (National CommonCurricular Base) regarding the teaching of reading and interaction in a digital context; we discuss the reading strategies proposed by SOLÉ (1998); and we suggest three proposals for activities with Instagram for high school. From the perspective of Textual Linguistics, we highlight the importance of exploring the possibilities and potential of digital media, especially Instagram, to promote more interactive, dynamic and meaningful learning. In addition, we discuss the challenges faced by teachers when incorporating digital technologies into the school environment and emphasize the need to rethink pedagogical practices to update them to the needs that current modes of interaction require, considering the guidelines of the National Common Curricular Base. Therefore, we believe that the integration of digital technologies in reading instruction can significantly contribute to students' cognitive and social development, improving interaction, engagement and critical reflection when interacting with texts.