The Digital Learning Object “Min and the Little Hands” in the light of New Literacies

Abstract

This article aims to analyze the cartoon “Min and the Little Hands” as a Digital Learning Object (ODA). We intend to relate the theoretical bases of New Literacies to inclusive educational practices with the use of the cartoon “Min and the Little Hands” as ODA; investigate the influences of the cartoon in Libras "Min and the Little Hands" as ODA in the process of identity/cultural construction of deaf students; and identify the possible contributions of the ODA “Min and the Little Hands” to the expansion of the vocabulary of deaf students. For our theoretical foundation, we based ourselves on the main research carried out in the area of ​​New Literacies, such as the theorists Lankshear and Knobel (2003, 2006, 2007), Rojo and Moura (2019), Takaki and Santana (2014), Nunes (2005), and Perlin and Miranda (2003) in the area of ​​Deaf Culture. Using the theoretical and methodological assumptions of New Literacies, the research, with a qualitative approach and documentary character, analyzed linguistic, multimodal and cultural aspects of episodes of the cartoon Min and the Little Hands, available on the series' official YouTube channel. Aspects such as the linguistic modality used (Libras), the themes covered, the representation of deaf culture, and the educational potential of the narratives and visual resources were observed. The analysis sought to identify how ODA promotes the linguistic and identity engagement of deaf students, while contributing to their critical and active insertion in digital culture. We also analyzed the interactive structure of the channel, which encourages audience participation and expands the reach of the series beyond the traditional classroom. The results indicate that ODA “Min and the Little Hands” is a tool that integrates visual and linguistic resources in an articulated, accessible, and playful way. The cartoon promotes literacy practices that go beyond sign decoding, involving multimodal and digital skills. We observed that the presence of a deaf protagonist, the centrality of Libras as a means of communication and the valorization of elements of deaf culture directly contribute to the strengthening of the linguistic and cultural identity of students. We conclude that this ODA represents an innovative initiative that articulates language, identity and inclusion in the digital environment, reaffirming the importance of digital educational resources that respect and represent linguistic and cultural diversity.