Google jamboard: possibilities and limitations in the development of multiletramentos

Abstract

This study aims to reflect on the potential and limitations of the collaborative digital tool Google Jamboard in the school environment. In this sense, the reflections are based on the Dialogic Studies of the Bakhtin Circle (Bakhtin, 1992, 2003), on the Multiliteracies, Rojo (2004, 2009, 2012, 2013, 2017), Santaella (2004) and on the educational guiding document, the National Common Curriculum Base, BNCC (2018). The justification for this study lies in the relevance of investigations that address the use of digital tools in the development of multiliteracies in the school sphere, especially considering the potentialities and limitations of Google Jamboard. As a result, it is noteworthy that this tool has potential, but also limitations, in the development of multiliteracies necessary for action in social spheres. Promoting multiliteracies in the school sphere is crucial, because in hypermodernity, communication occurs through diverse texts, permeated by the multiplicity of languages, such as writing, sound, colors, movement, gifs, among others. Digital genres and multimodal languages circulate in social spheres; thus, they need to integrate the linguistic-discursive practices in which the subjects participate, which includes the practices of school literacies, which demand specific skills, of multiliteracies to act socially.