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Abstract This paper presents results of a study that aimed at investigating digital textual production practices of the hypermedia discursive genre ‘infographic’, involving multiliteracies and critical linguistic education and citizen with technical high school students from a federal technical institute in northern Brazil. For theoretical foundation, we consider the discussions on linguistic education in a critical perspective, theorizations about the Pedagogy of (Multi)literacies and Learning by Design. The qualitative-interpretative research was configured as an action research. The analyzed corpus is composed of excerpts from the textual production of a copy of an interactive infographic that was prepared by students of a mining course. The results of the analysis show that the students, in addition to appropriating practices of digital multiliteracies for the technical production of the texts, also played the role of critical analysts in the face of the theme about fighting homophobia.

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