DIGITAL BLOG TOOL: TEACHING-LEARNING LITERATURE IN HIGH SCHOOL

Abstract

This study analyzes the use of blogs as digital tools in the teaching-learning process of Literature in Brazilian high schools, considering challenges such as students’ lack of interest and difficulties in reading and writing. The aim is to compare the technical functionalities of two blogs — Revista CMC (Communication, Media and Consumption) and Superinteressante — in order to evaluate their pedagogical potential in the school context. The research adopts a qualitative approach with an exploratory and descriptive design, using a comparative analysis of functionalities based on screenshots of the blogs’ interfaces, selected according to accessibility, communicative relevance, diversity of resources, and affinity with young audiences. The results indicate that Revista CMC offers a broader set of technical features, making it more suitable for educational use, whereas Superinteressante, despite its appealing content, presents technical limitations that restrict its didactic applicability. It is concluded that the presence of navigation, interactivity, and digital accessibility tools is a determining factor for the pedagogical viability of blogs in Literature teaching.