2025-09-022025-09-022025-05-27https://repositorio.ifal.edu.br/handle/123456789/1222This work emerges from an experience lived in the context of the Institutional Program for Teaching Initiation (PIBID), between 2018 and 2019, subproject Letras-Português, at the Federal Institute of Education, Science and Technology of Alagoas (Ifal), Campus Maceió. The action, which assumes a qualitative approach, proposes to investigate the narrative paths accessed by students of the Final Years of Elementary School, of the Municipal Public Education Network of Santa Luzia do Norte/AL, for the production of narrated photos. Supported by the contributions of Rojo and Moura (2012) on multiliteracies, the text, which reveals itself as a case study, assumes as its main objective the analysis of the teaching experience in the field school, taking as reference aspects focused on the orality and criticality of students regarding the use of technologies in their teaching-learning process. The results achieved highlight the need to invest in actions that adopt multimodalities of meaning production in the classroom, in order to enhance students' education.ptAttribution 3.0 BrazilLetras – PortuguêsMultiletramentosFormação docenteOralidade – Ensino-aprendizagemTeacher trainingMultiliteraciesOralityTrabalho de Conclusão de CursoLINGUISTICA, LETRAS E ARTES::LETRAS