CRITICAL DIGITAL LITERACY AND MULTIMODAL GENRES: CONTRIBUTIONS OF PORTUGUESE LANGUAGE TEACHING TO HEALTH EDUCATION AND STIS

Abstract

This article sought to understand, through a literature review, how the use of digital and multimodal resources in Portuguese language teaching can contribute to health education for young people, with an emphasis on combating misinformation regarding Sexually Transmitted Infections (STIs). The methodology adopted consisted of an integrative literature review conducted using databases such as the Brazilian Digital Library of Theses and Dissertations (BDTD) and SciELO, employing descriptors combined with Boolean operators. Inclusion and exclusion criteria were applied to select studies, considering a ten-year timeframe and relevance to the topic under investigation. The results revealed disparities in scientific output between the fields of language studies and public health, as well as a low incidence of studies directly integrating critical digital literacy and health education. It was also observed that more refined search strategies increase the precision of corpus selection. The study concludes that there is a significant interdisciplinary gap, highlighting the need for further research that integrates pedagogical practices, digital multimodality, and health promotion within the school environment.