Miniconto digital: leitura e produção de texto multimodal

Abstract

The research "Miniconto Digital: Reading and Production of Multimodal Texts" aimed to analyze the contributions of the genus miniconto, for the development of multilearning of 9th grade students, of the morning shift of a public school in Montes Claros. In order to do so, we proposed to develop an Intervention Educational Project, favoring multisemiotic reading in digital contexts. The main objectives of this research were: to analyze the conceptions of text, literacy, multiletramento, multimodality, and literary genre miniconto; to identify the difficulties of the written production of multimodal texts of the subjects involved in the research and to elaborate, execute and evaluate an intervention educational project to develop the written production of multimodal texts of the students involved using the literary genre miniconto through digital support. To that end, we adopted interventional methodologies, using minicontacts, from the perspective of action research, from participatory and applied research, thus favoring the qualitative aspect, according to Thornburg's theory (1996), "Metaphors for learning in the 21st century ". The data were collected through participant observation, an initial activity, the execution of the Intervention Educational Project and a final activity. The theoretical reference was based, mainly, on the conceptions of literacy, multiletramento and multimodality according to Soares (2004), Rojo (2013), Ribeiro (2013). Of text and literarity, according to Antunes (2010), Aguiar e Silva (1997) and Compagnon (1999). The considerations of Cortázar (2006), Candido (2004), Paz (2017) and Spalding (2013), among others, supported the reflection on the micro-stories, from the short story to the mini-story. The results of this study revealed that teaching practices through multimodal texts, with the help of tools, can provide students with the acquisition of reading skills that give them more autonomy. We believe that this research has much to contribute to education, providing discussions and methodological changes in the teaching-learning process.