Multimodalidade na aula de língua materna: contribuições da semiótica nas abordagens de leitura e produção textual

Abstract

Due to the fact that at present school students are immersed in multiple social contexts, this study highlights the contributions of multimodality in the construction of social meanings by the Basic Education student, starting from the following research question: How can the mother tongue teacher improve the practices of reading and production of multimodal texts of the High School student? For this purpose, its general objetive is to develop didactic-methodological strategies that allow an approach to the teaching of Portuguese Language with emphasis on multimodality, seeking to improve the reading practices and textual production of High School students. Methodologically, it is a study of exploratory and applied nature, based on the principles of exploratory, bibliographic and documentary research; besides being configured as an ethnographic action research of qualitative and interpretative basis (BORTONI-RICARDO, 2008). In terms of applicability, the research was developed in a state school in the city of Campina Grande-PB, with High School students. The theoretical bases used are in line with the official perspectives on the teaching of language in High School, emphasizing the practices of reading, textual production and linguistic analysis through the work with textual genres; the contributions of Semiotics theory and its developments regarding multimodality and Grammar of Visual Design (GDV); multiliteracies and teacher training; as well as the advertising text in the potentialization of language practices in the classroom. The results reveal the appropriation of multimodal language by the High School students involved in the research, since they strategically used different languages to construct attractive and convincing advertisements. The students were able to perceive and understand how the language choices are thought to achieve specific communicative purposes, which led them to pay attention to previously unnoticed aspects at the time of reading such as image, colour, texture, typography, gestures, expressions, highlights, etc., being more selective, inclusively, in the process of textual production.