Leitura de textos multissemióticos no 8º ano do ensino fundamental: proposta de sequência de atividades de leitura de infográficos digitais

Abstract

Based on the data released in 2017 by the Evaluation System of the Basic Education (Saeb) – which prove the difficulties of young people in the basic education in relation to reading – and the complexity of texts contemporaries who demand competent readers in the discursive genres of multiliteracies, this research sought to study teaching procedures aimed at developing reading skills. The investigation had the digital infographic as an object of reading, since this genre is found in the daily life of various literacy practices, and sought to answer to the following questions that guide this research: How to teach the student to read digital infographics? What digital infographics reading skills to teach? Which teaching activities are most efficient for the development of the reading competence of digital infographics? Such questions triggered the definition of the general objective of this research: to propose a sequence of activities for the teaching of the reading comprehension of digital infographics by students of the 8th year of Elementary School, aiming at multiliteracies. The research was developed according to the theoretical assumptions of Solé (1998), Cafiero (2005), Cafiero & Coscarelli (2013), Rojo (2009, 2015) and Paiva (2013, 2016) and had three fundamental stages: investigation/systematization teaching procedures for reading infographics; analysis of digital infographics, suggesting actions and navigation resources for reading them; creation of a sequence of activities aimed at teaching the reading of digital infographics for students in the eighth grade of elementary school. This research offers subsidies for new reading teaching practices, which contribute to the students to develop reading comprehension skills in a more situated way and from the Digital Technologies of Information and Communication (TDICs) in the school context.