USE OF CANVA IN THE LITERARY ANALYSIS OF STUDENTS WITH HIGH ABILITIES FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION

Resumen

This study analyzes the use of infographics produced with the Canva application as a pedagogical strategy for the analysis of literary works by high school students identified with high abilities/giftedness (HA/G) in the area of languages. Grounded in theoretical foundations on giftedness (Renzulli; Gardner; Virgolim), inclusive education, multiliteracies, and Digital Information and Communication Technologies (DICT), the research seeks to understand how the production of multimodal artifacts can enhance these students’ creativity, authorship, and critical analysis, while also fostering collaborative writing with peers who have different learning profiles. This is a qualitative, descriptive study, configured as a multiple case study, developed with high school classes in which students produced infographics in Canva to systematize and interpret four Brazilian literary works: A hora da estrela, by Clarice Lispector; Memórias póstumas de Brás Cubas, by Machado de Assis; Torto arado, by Itamar Vieira Júnior; and Vidas secas, by Graciliano Ramos. The results indicate that using Canva to produce literary infographics contributes to curricular enrichment, to the development of linguistic and multimodal competencies, and to the construction of a more inclusive and motivating learning environment (Utami; Djamdjuri, 2021), provided that there is intentional planning and teacher mediation that recognizes and values the potential of students with high abilities.