Abordagem semiótica do texto multicultural nas aulas de leitura do ensino médio EJA

Abstract

We experience an overexposure to languages with their diverse forms, compositions and materialities, which denotes a society permeated by the phenomenon of multisemiosis, in which symbols are produced and function as a means of interaction between subjects and between them and the world. In this perspective, this research presents two questions: how language is being taught in high school mother tongue classes, Youth and Adult Education (EM-EJA); and whether it is possible to improve the teaching of languages associated with cultural diversity and the identity of the subjects, considering the multimodal textual genres circulating in the daily lives of cities as a means of approaching the multimodal text, in favor of training readers in Basic Education. The general objective is to propose language teaching, with an emphasis on reading skills, linked to the phenomenon of cultural diversity, based on the multimodal textual types of graphite and tattoo. Thus, the reading class in a multimodal perspective was chosen as the object of study. As for the methodology, qualitative research is based on the ethnography of education (BORTONI-RICARDO, 2008). With regard to objectives and procedures, it is configured as exploratory, bibliographic, documentary and action research (GIL, 2008), having as a field of application a public school of the State Education System, in the city of Campina Grande-PB, in an EM-EJA class. The theoretical basis brings together approaches from textual genres (MARCUSCHI, 2003), and multimodal ones that circulate in the daily lives of cities, as inscriptions of the subjects' voices, memories and identities and their practices of symbolic socio-cultural languages (RODRIGUES, 2011). Considerations about the text as a focus on mother tongue teaching (GERALDI, 2015), endorsed by official documents within the scope of EM-EJA Education; Dialogues with the postulates of Applied Linguistics Mestiça Indisciplinar and Linguistics of Practice, by (LOPES, 2006) (RODRIGUES, 2017); structuring itself within the scope of a General Semiotics, with contributions from Pragmatic-Semantic studies, attentive to work with the sign, dialogues and interfaces of language, in an anthropological perspective, immersed in a symbolic web of meaning (SANTAELLA, 2004, 2005, 2007) (PIERCE, 2000) (FIORIN, 2013), in dialogue with cultural studies and oral tradition (ZUMTHOR, 1997, 2005) (RODRIGUES, 2011) etc., as well as Analytical Psychology (JUNG, 2016), and with the Anthropological Studies of the Imaginary (DURAND, 2002), for allowing us to think about a network of symbolic significance that connects man to the socio-historical-cultural events of the world. In this sense, the research understands that language is the means of production and circulation of meanings in society, whose aspects enhance the promotion of language teaching as a social practice, in mother language classes, highlighting that an approach based on multimodal / semiotic assumptions enhances the development of reading skills and performances of the EM-EJA public. With regard to data analysis, the descriptive, interpretive method was followed, the results of which revealed the presence of remnants of structural teaching, but with advances regarding the presence of the text in the didactic material. And that the teaching of the mother tongue, based on the social practices of languages, based on the didactic project model (thematic), met the literacy needs of the students, promoted the inclusion, development and strengthening of the alterity of the participating class, based on understanding of how human reality is dimensioned by language, revealing the potential of everyday knowledge as an auxiliary tool in the teaching-learning process of a school literacy practice with an emphasis on social literacy and resistance