DIGITAL REINTERPRETATIONS OF VIDAS SECAS, BY GRACILIANO RAMOS

DIGITAL CULTURE AND READER FORMATION IN BRAZILIAN BASIC EDUCATION

Abstract

Literary reading, despite its relevance for critical, creative, and civic development, still faces pedagogical challenges arising from traditional practices that distance students from the formative potential of literary texts. In the contemporary context, marked by digital culture and multiple modes of communication, it becomes necessary to rethink methodologies that bring literature closer to the digital media and genres present in students’ everyday lives. This article examines how didactic-methodological proposals grounded in digital textual genres can contribute to the development of critical readers in the Final Years of Brazilian Basic Education. The study is based on the reading of Vidas secas, by Graciliano Ramos (2019 [1947]), from which three projects were developed: (i) “Reading in 1 Minute” (production of one-minute videos), (ii) “Reading and Re-Reading” (creation of e-books), and (iii) “Learning by Playing” (development of a digital game). This qualitative, applied, descriptive-analytical research takes the form of an experience report and combines participant observation, analysis of the students’ multimodal products, and documentary examination of theoretical and curricular references. The results indicate that the articulation between literary reading and digital culture fosters authorship, participation, and critical engagement, enhancing inclusion and the meaningfulness of literary texts in the teaching-learning process. The student productions demonstrate synthesis, transposition across semiotic modes, creativity, and aesthetic engagement, confirming the hypothesis that practices based on digital textual genres can reframe literary reading, making it more accessible, engaging, and formative. The proposals also proved to be aligned with the guidelines of the Brazilian National Common Curricular Base (Brazil, 2017), particularly regarding the critical and ethical use of digital technologies, the centrality of texts, and the promotion of multisemiotic practices. It is concluded that pedagogical approaches integrating literature and digital culture constitute effective pathways to strengthen reader formation and renew the teaching of Portuguese Language in Basic Education.