Textos multimodais e letramento: o trabalho com os textos imagéticos em livros didáticos de língua portuguesa

Abstract

Recent technological innovations have changed the interactional processes, making it more complicated. In this new scenario, in which circulating in different media a significant amount of images, the textual evidencemultimodality, present in various spheres of human activity, through genres like the cartoon, the comic strips, the advertisement, and others. In this context, appears the importance of seeking to develop in the academic context, the necessary skills in order to enable the student to interact in different sociodiscursive situations, developing literacies of various kinds. Despite the textbooks considerate the textual variety, the presented activities enable the achievement of a work from the perspective of exploitation of multimodality present in discoursive genres these books? This research aims to reflect on the proposed work with the multimodal genres, compound by verbal and visual languages presented in the Portuguese language textbooks. In this research, we consider the concept of discourse genre proposed by Bakhtin Circle (1952-53 / 1997), the studies about multimodality, proposed by Kress and Van Leeuwen (1996) Kress, Leite-Garcia and van Leeuwen (1997) and Dionysus(2005, 2007), as well as considerations of literacy proposed by Soares (1998), Kleiman (1995, 2007), Bezerra 2005 and Dell'Isola (2013). In order to check to what extent such activities contribute to the formation of a literate person, for analysis, we selected two collections of textbooks from the final years of elementary school, which were accepted by PNLD 2014. The results of the analysis of the first collection revealed insufficiency in working with textual multimodality. In a great part of the proposed activities the approach from a multimodal view is incomplete, once several important points are often ignored in the preparation of activities. Thus, multimodal genres eventually serve as a pretext for working with grammatical knowledge. On the other hand, byanalyzing the second collection, there found the presence of relevant current demands of the educational scenery suggestions, because the enunciation of the questions posed mostly lead to the comprehension of verbal and visual languages, as well as their integration, aims to promote the comprehension of global sense, besides considering the social function of the multimodal gender approached, enabling thus its effective internalization. Considering that the use of language always happens in real communication context, it is essential that their teaching is focused in the perspective. Working with multimodal texts should then provide the student to act out in society effectively through the practices of reading and writing. Therefore, there is the urgency to invest in efficient didactic proposals that actually lead to the understanding of multimodaltexts for the development of a literate person.