Objetos de memória: a aula de língua portuguesa sob o prisma da semiótica das culturas

Abstract

It is undoubted that the effective participation of students in their social context is mainly due to verbal (oral and written texts) and non-verbal (images, movements, gestures, sounds, colors, textures) performance and interaction. It is also noticeable that the various sectors of society make use of an infinity of language resources, aiming to produce interaction; and that if the teacher does not develop this semiotic improvement in language classes, his students will be hostages of a system that increasingly demands the expansion of multimodal/multisemiotic knowledge. Therefore, this research seeks to answer the following question: What are the contributions of Semiotics of Cultures to the development of reading skills and production of multimodal texts by Elementary School II students in the process of school literacy in the Portuguese Language class? The research has as object of study the teaching of language with a focus on reading skills and production of multimodal texts from the contributions of the Semiotics of cultures. It was established as a general objective to contribute to the development of educational practices in language teaching that enhance and develop the reading skills and textual production of students in the 7th year of Elementary School. This is a qualitative, exploratory and applied research, which was carried out based on observations, photo recording, experiences in the educational context with the application of a didactic project, recording in a research diary, analysis of the results and production of a didactic module used in the search field. The relevance of the study is given by the lack of work involving the teaching of languages from multimodal texts in popular culture, in the Portuguese language class, considering the lack of adequate training of teachers about this area of knowledge, which possibly inhibits the development of reading skills and the production of multimodal texts by Basic Education students. In this way, this research contributed to the development of contextualized and efficient practices in the teaching of languages, in reading classes and textual production of Elementary School in a public school in Paraíba, enabling students, research participants, to perceive the text as a construct multimodal, writing being just one of the representational modalities that, like the other modalities, is in a constant process of redefinition within social groups. These results were achieved through activities that enhanced these students’ prior knowledge, integration with the local culture and with the meanings that are typical of this culture and the social practices that update them. It was observed, then, the protagonism of these students in the development of reading skills and multimodal textual production, providing opportunities for interdisciplinary, cultural and reflective learning throughout the entire language teaching and learning process.