Representações de gêneros sociais: análise multimodal de textos da coleção de livros didáticos de língua portuguesa mais adotada no Ensino Médio no triênio 2012/2014

Abstract

Two Brazilian problems are directly linked to this research: gender relations and social reading. Even before Brazil solved the problem of verbal reading, changes of modernity brought to the text other semiotic modes such as color, texture, sound and image, and with them, the challenge of reading texts composed of various signs. The other problem handled centrally in this research and related to the first, gender social relations are represented in textbooks. Today still lived, represented and constructed in the hierarchy between the feminine and the masculine, binary and essentialist model. The main objective is to analyze the representation of gender social relations in multimodal texts of a Portuguese language textbook (LDP); introducing the possibility of using the categories of the grammar of the Visual Design in reading lessons of high school. The corpus consists of 91 texts in which both the male and the female are represented. The criteria for the selection of the 10 texts of the corpus was the presence of conflicts, subversions and confirmations in relation to hegemonic discourse. The main theoretical assumptions that paved the way of this work were the Critical discourse analysis primarily studies of Fairclough (2001), the Social Semiotics in the perspective of The Grammar of Visual Design of Kress and van Leeuwen (2006) and studies on social genre Joan w. Scott (1995), r. w. Connell (2014) and Butler (1990, 2001 and 2003). The result of the analysis indicates that, even though there are subversions of norms of gender present in hegemonic discourses, there is still the representation of gender social relations are strongly marked by the standardization of behavior than it is to be female and what it means to be masculine, with valuation for male characteristics to in detriment of female.