A didactic sequence on climate change through the lens of multimodality

Abstract

This paper aspires to introduce an educational proposal for high school that employs multimodal genres, such as photojournalism, scientific vlogs, and infographics, to address climate change. Its primary goal is to stimulate students’ critical thinking by promoting the integration of different semiotic resources in order to construct complex and socially relevant meanings. The research adopts a qualitative approach (Minayo, 1994), combining bibliographic analysis with reference to Brazil’s National Common Curricular Base. The activities were organized in a Didactic Sequence (Dolz; Noverraz; Schneuwly, 2004) that articulates different modes of expression to develop competencies in reading, analysis, and the production of multimodal texts. The results indicate that students can actively engage in the creation of hybrid texts, expanding their understanding of contemporary issues, strengthening argumentation skills, and fostering reflection on diverse perspectives. This is facilitated by the creation of a dialogical space that contributes to reducing denialist attitudes and promotes the development of a critical understanding of the environmental crisis. It is concluded that pedagogical experiences integrating multimodality and socially relevant topics strengthen the role of the school as a formative and critical environment, providing teachers with tools to broaden discussions and encourage reflective analysis.