Os gêneros multimodais: contribuições para a competência leitora de alunos do 7º ano

Abstract

In the search to propose new challenges for students to understand the role of reading in social contexts of learning, the need arose to develop this research, in Portuguese language classes, in a 7th grade elementary school class to promote reading competence in students through the interaction with the multimodal discursive advertising genre broadcast in digital media. Students need to narrow the gap between school knowledge and socially established actions and perceive the functionality of the genres that circulate in different supports, using them as an instrument of social protagonism. As for the discursive genre approach as a means of interaction and understanding of the social function of language, this research is based on studies by Kleiman (2013), Marcuschi (2014), Zacharias (2016); and the approach of literacy as a social practice that crosses school barriers, is based on Dionisio (2013), Moran (2015), Rojo (2012; 2015), Soares (2009) and Xavier (2007). In the methodology, the population, the methods and techniques and the intervention proposal of the qualitative ethnographic research are presented. The intervention research is based on the hypotheses that it is possible to promote reading competence from the interaction of students with multimodal discursive genres and that the use of ICT as a learning tool provides the understanding and use of language in socially significant contexts. Based on the data of the intervention, we found that the proposed sequence of activities contributed significantly to the development of the ability to trigger previous knowledge, to infer and recapitulate information, to understand implicitly and to understand the effects of senses of the multimodal genre situated in significant contexts of uses of language.