Photovoice, psychodramatic approach, and multiliteracies for the critical literacy education of teenagers in a pandemic context

Abstract

In this paper, we analyzed an educational experience that combined the Photovoice technique and Psychodramatic Pedagogy, combined with work with languages from the perspective of multiliteracies, for the critical training of adolescents. Through an interdisciplinary project developed via ICTs, we aimed at broadening and integrating students' vision of three-dimensional care: self-other-environment. We developed the project with students from the 1st and 2nd grades of Technical High School Education in the countryside of Mato Grosso do Sul, Brazil, in 2021, during the Covid-19 pandemic, a moment when the need to look at myself, myself-yourself, and ourself-environment relationships became even more evident. Through Photovoice records, the participants produced multisemiotic texts using a mix of languages and digital media. For this article, we selected the stages of the teaching project, which was organized into four phases: non-specific warm-up, specific warm-up, dramatization and sharing. For analysis purposes, we used the multiliteracies proposal and the four knowledge processes: experiencing the new; conceptualize with theory; apply creatively; and critically analyze. The analyzes allowed us to observe the development of critical skills regarding socio-environmental issues that impact the daily lives of the participants.