Multimodalidade na sala de aula: estratégias textual-discursivas para leitura de imagens e produção de sentidos

Abstract

This work includes an integral search of the Professional Master's Program in Arts/Literature – ProfLetras and objectively evaluate the applicability of an Intervention Educational Project, in a class of 9th grade of elementary school of a public school, in order to promote reading education multimodal genres and to develop reading competence of subjects learners, preparing them for citizenship. It is a qualitative action research in interventional nature, which, through a didactic transposition, systematic activities of teaching reading were developed anchored in categories of Design Visual Grammar (KRESS; VAN LEEUWEN, 2006) and Analysis Critical Discourse (FAIRCLOUGH, 2001), favoring advertisement gender, social advertising and charge. They were selected and taught classes of GDV and the ACD, using basic strategies for reading and interpretation of multimodal texts, paying attention to elements such as color, spatial orientation, contact ratio, so as to lead students in critical reading practices multimodal genres, taking them to realize distinct voices and positions in the studied texts. The survey results reveal that the practice of teaching GDV of people to elementary school students proved to be appropriate and feasible and that the data revealed a small, though significant progress in reading skills of subjects learners. It is believed that most promising results will be noticeable in the long term, when teachers realize that effective reading practices are directly related to the search and experience of citizenship. It is believed that this will provide awareness to the social workers 'empowerment' to fight, drive change and transform reality itself.