A multimodalidade nas aulas de língua portuguesa do nono ano: leitura e produção de tirinhas no site Toondoo

Abstract

The present research aimed at analyzing the reading and textual production of multimodal texts in the context of Digital Information and Communication Technologies (DICT). According to Bakhtin (2014), language is related to social practices that contribute to the functioning of society. As society evolves, practices change as well as the genres produced to mediate them. The emergence of multimodal textual genres is an example entailed by this phenomenon. How has the school, as a literacy agency, seen these changes? How to prepare individuals so that they can position themselves critically and consciously through the context of hypermodernity? It is necessary that the perspective of multiliteracies be present in school practices. For this, we chose as the research locus, the ninth grade class of a municipal school in the city of Logradouro-PB. Our research is based on the studies of Bakhtin (2014) that deal with the discursive genres; Rojo; Barbosa (2015) that approach the genres in the context of hypermodernity; Moran (2013); which addresses the importance of the insertion of technologies in the school environment; Rojo; Moura (2012); Rojo (2013); Coscarelli (2016) that situate multiliteracies The results of the research affirm that the work with the texts coming from the technologies favor the digital and critical literacy of the students. It is necessary that the school rethink its function, and that the new social needs adapt so that it works for the formation of multilevel students.