Textual Typology: Narrative Practices | Teachy Summary
Once upon a time, in a modern and connected school, a group of sixth-grade students was preparing for a digital storytelling journey. The teacher, a technology enthusiast and proponent of new teaching methodologies, guided them to the classroom, where a new challenge awaited: to explore narrative practices using popular digital tools like TikTok, Instagram, and Twine. The walls were decorated with murals of past digital achievements, and tablets gleamed on the tables, waiting to be used.
The students were eager because they knew this class would be different. It wouldn't be the typical Portuguese class with reading and analysis of old texts. This time, they would be the authors of the adventures. The teacher, with her warm and enthusiastic smile, began explaining the essential elements of a narrative: characters, settings, and conflicts. But instead of dwelling on a theoretical explanation, she proposed an interactive adventure. They divided into groups, and each group had to create a story using one of these digital tools.
First, the TikTok Group dove into creating a microfilm. With a cellphone in hand and plenty of creativity, they discussed the characters and plot. They decided to tell the story of a boy who finds a magical amulet in his backyard. Using visual effects and music, they recorded and edited the video in just a few minutes. The efficiency with which they operated the editing apps showed the youth's familiarity with technology. In the end, they posted their microfilm on the platform and shared the link with the class, who promptly watched and reacted with likes and enthusiastic comments.
Meanwhile, the Instagram Group was working on a collaborative tale. Gathered in a circle, with devices in hand, they used the stories feature to create a sequence of images and texts narrating the adventure of a young investigator in search of lost treasure. Each group member took charge of a part of the narrative, ensuring coherence and fluidity in the story. Using stickers, gifs, and polls, they made the narrative more interactive and engaging. Each story was a piece of the plot that the followers could track using a specific hashtag. The combination of richly detailed images and intriguing texts captivated the viewers, who eagerly awaited each new chapter.
Finally, the Twine Group ventured into creating an interactive narrative. With access to computers and an initial understanding of basic programming, they explored the Twine tool to build a story where the reader had the power to make decisions and alter the course of events. They decided to tell the saga of a knight on a mission to save his kingdom. Each choice the reader made led to new paths and different endings, creating a truly unique experience. The students explored the possibilities of each decision, constantly enhancing the narrative. The group dynamics were impressive, with heated discussions about the possible outcomes and paths the story could take.
After concluding their activities, all groups gathered to share their creations. Watching them was like stepping into different worlds, each with its own adventures and lessons. Excitement filled the room as the groups presented their work, receiving constructive feedback from their peers. The students discussed the challenges faced during the creative process, from choosing characters to using digital resources. Each group shared their learnings and discoveries, enriching the collective experience.
The class ended with a reflection led by the teacher about the importance of narratives in our lives and how digital platforms can transform the way we tell stories. The students understood that knowing how to identify and create narratives is a valuable skill applicable in many areas of life, from personal communication to digital marketing. They realized that beyond entertainment, narratives have the power to teach, inspire, and connect people from different realities.
Thus, our digital storytelling journey brought not only insights about the elements of narratives but also an understanding of the new possibilities technology offers for telling stories in innovative and captivating ways. In this way, the students felt more confident and inspired to continue exploring the world of digital narratives. The adventure that day was just the beginning of a path full of possibilities, where each student, now a digital storyteller, could take their ideas into the world, using technology as an ally in the art of storytelling.
