O texto multimodal e suas formas de apreensão: da narrativa impressa à narrativa cinematográfica

Abstract

This study it is an action research (THIOLLENT, 2011), intervention, qualitative with descriptive and comparative approach (Bortoni-RICARDO, 2008) and was attended by students from 7th year of a state school of Pará de Minas, Minas Gerais the research aimed to contribute to the development of reading and writing skills, from the multimodality, analyzing the implementation process of this educational project and its results. Theoretically this research is based on Bakhtin (1986, 2003) which supports the conception of language as social interaction; Kress (2010) and Dionysus (2011) for considerations of multimodality; and Moletta (2014) and Stam (1992) for technical support in the production of a short film. Methodologically, the bias of the intervention, the application of the teaching project consisted of 22 workshops and an extra workshop, aimed at deepening the knowledge into practice reading, textual production by multimodal transmutation tale in short film. Each workshop had a goal and a workload of 3 hours. From the reading of printed stories, the 7th graders of a public school in Pará de Minas, Minas Gerais, were asked to produce short films, which involves a set of multi-modal practices that articulate differentiated knowledge and skills and intermingle different languages. During the project two questionnaires were applied to students, one to make the diagnosis on their prior knowledge, another to know the point of view regarding the multimodal experience. The set of activities allowed access to different ways of interacting with the film, not only the interpretative point of view, but also working with the production techniques and the language used in this environment. From the integration of these different languages and media convergence, combined with an ingenious mix of roles (reader, author, director, actor, producer), the data authorize us to conclude that the students produced readings of new texts marked by inter relatedness among the targeted media and discursive practices of the use of languages that mark the contemporary. This experience contributed to the development of skills, not only linked to the common writing practices of the school as well as those related to film sphere.