A Construção da multimodalidade em anúncios publicitários de alunos do ensino fundamental

Abstract

This intervention proposal aims to investigate whether reading, text production, and advertising publishing on Facebook consist of an efficient strategy in order to help eighth- grade students improve their writing and critical thinking, as well as their perception while reading multisemiotic texts. The theoretical framework is based on the Social Semiotic, in interlocution with the Systemic Functional Grammar (SFG), by Halliday (1994 [1985]), Halliday e Matthiessen (2004); the Multimodal Discourse Analysis (MDA), proposed by Kress e van Leeuwen (2001, 2006 [1996]); and the Critical Discourse Analysis (CDA), approached by Fairclough (2001). The research is justified since multisemiotic language, widely employed in mass media, demands from the reader/consumer an analysis not only of the written text, but also of others semiosis, in order to apprehend the various meanings underneath. It is possible to perceive, however, that reading and writing at school are usually limited to traditional practices that privilege the verbal language. Consequently, the students are lead to partially read the multimodal texts. Methodologically speaking, we initially intend to read the advertisings in an analytical manner so that we are able to identify peculiar features. Next, as an intervention proposal, the students will produce their own advertisements and publish them on Facebook. By doing so, we expect students to become critically-minded readers/consumers of this textual genre whose purpose is to influence consumer behaviors. The results reveal that it is possible and necessary to work with multimodality on the final grades of Junior School – from Eight Grade onwards – which proves the hypothesis that multimodal text production in the classroom, may improve reading and writing. This attempt to study the textual genre Advertising feels a gap existing in Portuguese classes, in terms of reading and writing at school, since the students do not pay attention to the meanings that are built through the visual language within multimodal texts, limiting themselves to understanding meaning only through the verbal text.