Abordagem multimodal: um olhar para os livros didáticos de química

Abstract

We start from the idea that the understanding of a content or concept depends directly on the communication between who teaches and who learns. Multimodality has been used to improve this communication and construct meanings about what is communicated, in other words, the use and integration of multiple semiotic modes. This work analyzes the semiotic modes present in Chemistry textbooks and how they are related to each other. For such, we selected a section of the content related to Thermochemistry present in three textbook collections of Brazil’s National Textbook Program. The analyzed works presented a diversity of semiotic modes, but the relationship between them requires greater attention from the authors. Figures stood out among these modes, following a trend favored by the available technologies. These results have implications for both teachers and authors; as the importance of relating these modes is understood, these relationships can be fostered in classes and teaching materials.