Quadro em movimento: o gênero discursivo digital whiteboard animation e suas potencialidades didático-pedagógicas.

Abstract

Considering technological transformations and their influence on teaching-learning processes, we highlight the importance of integrating multimodal resources in contemporary education. In this sense, the present article investigates the potentialities of the whiteboard animation genre as a pedagogical resource in Basic Education (public and private). More specifically, based on the concepts of digital literacy and the hypertextualization of utterances, we discuss how whiteboard animation, characterized by the combination of dynamic verb-visual elements, can contribute to the pedagogical mediation process. We hypothesize that teachers can engage students by demonstrating how the studied content connects with and can be learned through something that is already part of their universe. To this end, our analysis is grounded in the studies of Bakhtin (2016), Rojo (2013), Ribeiro (2009), Xavier (2009), and Koch (2007). Thus, employing a mixed-methods approach, combining quantitative and qualitative data analysis (collected via questionnaire), this study seeks to contribute to the expansion of innovative pedagogical practices that value the use of digital discursive genres as teaching strategies, promoting more interactive and meaningful learning. The data revealed that, despite participants' unfamiliarity with the genre, it presents significant didactic-pedagogical potential. Its multimodal structure facilitates the comprehension of complex narratives, allowing for the approach of sensitive topics with greater accessibility. Furthermore, its presence on digital platforms enables an engaging pedagogical approach, connecting students with content in a natural and interactive way.