Charges: uma estratégia de multiletramento para o ensino fundamental

Abstract

The motivation for this research arose from the empirical verification and the analysis the results of the external evaluations of the students of the 7th grade of Elementary School, from the State School Zinha Meira, that we detected significant difficulties in reading and interpreting multimodal texts, such as the Charge. We noticed that the students read the texts, isolating verbal from non-verbal modalities, looking for meaning only on the textual surface. In this way, they did not turn to the images (which are not merely illustrative, but carrier ideologies), neither to the context, ignoring that together they constitute the discursive structure, once they were not chosen at random by the cartoonist. Moreover, we verified the preference of teachers for working with single-mode texts, showing verbal language through traditional grammar teaching practices, which prove to be inadequate and limit the student's cognitive potential, compromising the expansion of the reading and interpretation textual process. Thus, in this research, we hypothesize that the development of critical reading activities, analyzing the semiosis that makes up the Charge, can contribute to the improvement of the reading practice worked by the teacher, as well as to the awakening of the social criticality of 7th grade elementary students since it makes clear the communicative function of the text that the text producer uses. The general objective that guided this investigation was to highlight the results of the intervention proposal for reading Charges, validating or not the efficiency of the work carried out as a multi literacy strategy for Elementary Education. For this, we are based on the theoretical contribution of Systemic-Functional Linguistics, following Halliday (1994) with regard to contexts, in interlocution with Grammar of Visual Design, by Kress and van Leeuwen (2006 [1996]), making use of some image analysis tools. This proposal is justified in view of the variety of multi semiotic texts that require the mastery of this hybridization of language, for which the student must prepare, including as a condition of social and cultural inclusion, being, therefore, a task that the school does not can dodge. Methodologically, we developed an Educational Intervention Project, from the perspective of an adaptation of the Didactic Sequence proposed by Dolz et al. (2004), in which we carried out a systematic study, combining theory with practice, and multi semiotic analyzes of Charges with different social themes. As a result, it was possible to verify an increase in the interaction of students, in which they made productive and critical readings of the Charge genre, and that there was an increase in the average proficiency of multimodal reading from 44.8% to 71.8%.