2025-09-172025-09-172023-12-20https://repositorio.ifal.edu.br/handle/123456789/1238The advancement of digital technologies around the world is undeniable, which are widely adopted by people in their daily activities, whether in the workplace, at home or even in the school context. Within this perspective, this study proposes the use of the textual genre with digital technologies as a multiliteracy practice. The theoretical basis is based on contributions from research on the multimodal short story in a class of the 4th phase of Education for Young People, Adults and Elderly, at Escola Municipal Tradutor João Sampaio, in collaboration with the Portuguese language teacher. The methodological procedures for collecting and producing data were of a qualitative nature, carried out through an action-research approach, in which students developed multimodal productions using the VideoShow application, exploring themes with social relevance. The results show that the students reflected on local social issues through the creation of multimodal short stories. In addition, regarding the application of the activity with the help of the VideoShow technological tool, the students positively evaluated the use of their mobile devices in the classroom to improve the learning of the Portuguese language. In conclusion, we highlight the need for teachers to rethink the teaching of the Portuguese language, considering digital technologies, as we observe how effective the use of the multimodal mini-short story can be in helping EJAI students to awaken interest and pleasure in reading and stimulus to textual production.ptAttribution-NonCommercial-NoDerivs 3.0 BrazilLetras – PortuguêsEducação de Jovens Adultos e Idosos (EJAI)MultiletramentoMiniconto multimodalMultiliteracyMultimodal mini taleTrabalho de Conclusão de CursoLINGUISTICA, LETRAS E ARTES::LETRAS