O múltiplo na linguagem: uma proposta de leitura audiovisual para o ensino médio

Abstract

The study has as its object of research the teaching of language, giving attention to the textual multimodality, in a general semiotic perspective. Therefore, it focuses on aspects of language: ways of expressing, different ways of saying. The intention was to encourage the student to a reading that goes beyond the word, paying attention to the multiple modes that make up the audiovisual language, present in contemporary society. The research highlights the language of video clips, which focus on cultural identity through the multiculturalism view. Thus, it begins with the following problem question: how to improve the semiotic reading ability of high school students, from the audiovisual text that highlights the aspect of multiculturalism? As a general objective, the research sought to contribute for the language teaching through a didactic proposal to improve semiotic reading, benefiting high school teachers and students with possible suggestions for the use of audiovisual in the school environment. The specific objectives were: to examine bibliographic materials and official documents corresponding to the teaching of language and multimodal text; to develop and apply a teaching plan and teaching material as an auxiliary possibility for teaching reading; to describe and analyze the results obtained with the application of the research and verify the effectiveness of the proposed method for teaching language in high school. The main function of the research was not to point the use of digital technologies in teaching, but the semiotic purposes encompassed in the composition of the video clip textual genre, considering the fact that the reader of postmodern society is a subject with a fluid identity (BAUMAN, 2005) , multiple (HALL, 2004), hybrid and multifaceted (RODRIGUES, 2011), needing to understand the signs that are put into play in the web of connections (SANTAELLA, 2020) and its multiple layers and dimensions (SANTAELLA, 2012). With this purpose, a didactic product was developed to benefit mother tongue teachers, based on a pedagogical methodology that would allow high school students from two 3rd year classes at Escola Cidadã Integral e Técnica Professor Raul Córdula to present possibilities for reading improvement, in remote mode. This qualitative, exploratory and applied research comes from a theoretical basis that is supported by semiotic, cultural and language teaching studies. Wherefore, the assumptions of Dionísio and Vasconcelos (2013), Geraldi (1988; 2010), Santaella (1983; 2013; 2020), Rodrigues (2021; 2009; 2011; 2017), Almeida (1985), Coelho were used (2003), Holzbach (2016), Ayala and Novais Ayala (1987), Cox and Assis-Peterson (2007), Hall (2003; 2006; 2016) and Imbernón (2016). The work is relevant for presenting a themed and reflective didactic proposal about multiculturalism, supporting the development of audiovisual reading through the targeting of the video clip as a resource for language teaching and development of reading abilities/skills by high school students. The data, which were obtained and analyzed, allowed us to realize that the work aimed at semiotic reading expands the student's perception of the audiovisual text. The research valued the productions of the contemporary consumption, enabling an expanded reflection on the aspect of diversity, promoting equity and eliminating discrimination.