Espaços de convivência híbridos: possibilidades para desenvolver a compreensão leitora de infográficos

Abstract

Communication and information technologies with a multiplicity of semioses or languages provide new linguistic arrangements for different social practices. Many texts published on websites, social networks, electronic books, newspapers, magazines are configured in such a way that the production of meaning occurs through more than one semiotic code. In view of this, the study of non-verbal text, the combination of verbal and non-verbal is essential in Portuguese language classes. Thus, the general objective of this research was to analyze the contributions of activities with texts with the aid of graphic material carried out in hybrid living spaces for the development of reading comprehension of elementary school students II. As specific objectives, we intend to identify the reading comprehension level of the students in relation to the text with the aid of different graphic material; conduct studies on the use of hybrid education; plan, execute and evaluate an educational intervention proposal to develop reading comprehension using activities carried out in hybrid living spaces. We identified the difficulties presented by students in understanding texts that used verbal and non-verbal language to produce meaning through activities applied in the classroom. We found that there were many difficulties, so we developed an educational intervention proposal and applied it so that students could overcome the difficulties presented Blended learning is configured to promote personalized education in which the teaching and learning spaces go beyond the walls of the classroom, the walls of the school, physical and / or virtual spaces. This research for assuming a proposal aimed at transforming reality was based on the assumptions of action research that seeks to develop techniques and knowledge necessary to strengthen the activities developed (THIOLLENT, 2005). In order to carry out this work, we sought the theoretical support of Leffa (1996), Solé (1998), Kleiman (2002), Marcuschi (2008), Koch and Elias (2017), about reading as an interactive action between reader / text / context / co-text. As for reading skills, we anchored our work in Carvalho (2018) and on teaching reading in basic education based on Ferrarezi Jr. and Carvalho (2017). On infographics we seek support from Ribeiro (2016), Coscarelli (2016), Couto (2017), Paiva (2009), Paiva (2013), Vírsida (2019), among others. For the work with digital information and communication technologies we seek subsidies in Rojo (2012), Coscarelli (2014, 2016), among other authors. The Educational Proposal for intervention was prepared based on Thornburg's (1996) studies on learning in the 21st century, in the guidelines established by the National Curriculum Parameters - (PCN, 1998) - and by the National Common Curricular Base (BNCC, 2017) on the texts of the journalistic sphere and the digital language. After analyzing the data obtained, it was concluded that the use of hybrid living spaces made it possible to overcome difficulties in reading texts with the aid of graphic material, especially infographics. Thus, it can be said that the pedagogical intervention, through a perception of personalized education, where the strategies are outlined according to the facilities and difficulties of the class and / or the apprentice. It was also confirmed that a new disposition of classes in the use of spaces, physical and virtual, contributed to develop students' learning and interest, in addition to expanding the creativity and encyclopedic knowledge so important for reading comprehension.