Uma proposta de sequência didática sobre corpo humano informada pela multimodalidade para o 8° ano do ensino fundamental

Abstract

This work presents the planning, development and analysis of a didactic sequence informed by multimodality (KRESS; VAN LEEUWEN, 1996) and by social semiotics (KRESS et al., 2001) to work on the theme of human body and its development with 8th grade students of the Elementary School of a state public school in Minas Gerais. The planned didactic sequence consists of five activities and an evaluation and makes use of different types of images and texts. It was applied for six weeks, filmed and recorded by audio recorders. During this period, notes were also made in a field notebook by the researcher teacher and the physical activities done by the students were collected. The data were analyzed focusing on the interactions between students and teacher during the activities carried out by multimodality in order to verify if and how the uses of multimodal resources contributed to the construction of knowledge in the classroom. It was observed that the multimodal means used to study the human body in the proposed didactic sequence favored the construction of knowledge. The students interacted with the texts and images of the activities using gestures, facial and body expressions and, in their speeches, developed knowledge that often extrapolated what was proposed for the discussions. As a conclusion of the research, a re-elaboration of the initial didactic sequence and its presentation in written text were carried out for teachers of basic education interested in developing activities informed by multimodality in their classrooms.