MULTILITERACIES AND DIGITAL WRITING PRACTICES: THE RECONFIGURATION OF AUTHORSHIP AND CURATION IN BASIC EDUCATION IN LIGHT OF THE BNCC

Abstract

Digital Information and Communication Technologies (DICTs) have brought about profound transformations in social dynamics and language practices, directly impacting the educational environment. This bibliographic research article aims to analyze how the Brazilian National Common Core Curriculum (BNCC) addresses the integration of DICTs and multiliteracies into writing instruction in Basic Education, investigating the reconfiguration of students’ roles in authorship and information curation. Drawing on the theoretical contributions of scholars in Applied Linguistics and Education, the article discusses the transition from analog to digital writing culture, the constitution of multimodal texts, and the pedagogical potential of collaborative learning networks organized in virtual environments, such as the studigram profile. It concludes that the integration of digital genres into schools requires a situated and critical pedagogy of writing, capable of fostering autonomous, reflective citizens who are ethically engaged in digital culture.