Multimodalidade textual no ensino de linguagens: uma proposta de ação didática mediada por rótulos de produtos comerciais

Abstract

Language teaching is not limited to enabling students to understand the verbal code of a language, but rather to helping to enhance their educational process, enabling them to act in the various spheres of social life through the recognition and interpretation of multiple languages. To this end, teachers must understand that language teaching transcends verbal aspects; therefore, they must value an ideological (Street, 1984), sociocultural and historical (Rodrigues, 2017a) literacy model that values language practices in modern society, such as textual multimodality. This research focuses on language teaching mediated by the multimodal textual genre of commercial product labels. Thus, the following question-problem is outlined: how can multimodal texts, through work with commercial product labels, be addressed in the classroom, using language teaching strategies that aim at a significant study of multisemioses in Portuguese language classes? The hypothesis of the study was that the incorporation, application and exploration of multimodal texts in Portuguese language classes, specifically commercial product labels, would improve students' reading, analysis and textual production skills. The objective was to provide language teaching from a

multimodal perspective in Elementary School - final years, through a didactic- methodological proposal that would enable the improvement of students' reading,

textual production and semiotic analysis skills, based on the study of commercial product labels. Regarding the methodology, this is a qualitative, bibliographic, documentary, exploratory and action research; and had collaborators from a 9th grade class at EMEF Severino Marinheiro, in Juazeirinho-PB. The theoretical foundation is initially based on an overview of Semiotics (Santaella, 1996), followed by the history of semiotic studies (Hénault, 2006; Rodrigues, 2006; 2021) and ending in the processes and effects of production, reproduction and circulation of meaning (Hodge; Kress, 1998) through an exposition of the various semiotic modes (Kress, 2010) and the relationship between image and word (Kress; Van Leeuwen 1996) to understand the multiple languages and semioses Rodrigues (2011; 2021), aiming at the didacticization of this phenomenon in Portuguese Language classes and the formation of human beings in the world. In addition, the Common National Curricular Base (Brazil, 2018) was examined, which standardizes the teaching of languages in Basic Education. Regarding the relevance of this study, the contributions and possible explorations of multimodal texts stand out, showing that the multisemiotic reading of labels explores,

in the classroom, cultural, social, cognitive, semiotic and anthropological aspects, enabling students to recognize the sign/symbol in the composition of the texts, their meanings and the socio-discursive intentions inherent to the praxis of language (Rodrigues, 2011; 2017b), in addition to developing a “three-dimensional” reading capacity (Rodrigues, 2021), expanded by the sieve of the theoretical apparatuses of Semiotic science. The analysis of the data highlighted the relevance of the phenomenon of multimodality in language teaching, expanding students' understanding of multiple languages and their effects of meaning, in addition to favoring the development of reading, textual production and semiotic analysis through theoretical and practical contact with the product label genre.