O verbovisual nos dicionários escolares do tipo 3: as imagens como potencializadoras dos significados dos verbetes

Abstract

We live in the so-called information society, in which texts are surrounded by multiple languages. The visual aspect is highlighted, the images figures not only as accessories, but also as knowledge sources, allowing a more effective comprehension of what is exposed. Based on this scenario, this dissertation addressed the multimodality in the school dictionaries type 3, directed to the last years of the elementary School. The research intended to answer the following questioning: how the images present in the dictionaries can contribute to potentialize the understanding of entries definitions, when presented to youth? This way, the following general aim was traced: to understand the importance of image to the meaning construction in school dictionaries entries. So that, were used as theoretical and conceptual subsidies the contribution of authors like Pontes (2009, 2010), Pontes & Santiago (2009), Krieger (2012), Bevilacqua, Humblé & Xatara (2011), Santiago (2012, 2015), and Carvalho & Bagno (2011), in the studies focused on the Pedagogic Lexicography and its relation to Lexicon; about the use of dictionary at classroom and the discursive practices, we are based on the studies of Pontes (2009), Krieger (2012) and Xatara, Bevilacqua & Humblé (2011); in the questions relative to the multimodality, are highlighted theories of the authors Almeida (2015), Dionísio (2014), Ribeiro (2016) and Vieira & Silvestre (2015). In relation to the methodological aspects, the investigation is configured as action research (THIOLLENT, 2005) and aimed at first apply a didactic sequence (DOLZ; NOVERRAZ; SCHNEUWLY, 2004) for the reading and analysis of the words definitions on the dictionaries selected to the study, with emphasis to the imagistic aspects of the illustrations of the words. This research was characterized by qualitative approach of data. This way, we believe an important step has been taken relating the work with the school dictionary to the multimodality universe, providing moments of reading and reflection about the entries illustrated, because, in each activity done, were elaborated semantic relations applied to the linguistic universe as well as to the world knowledge that is socially shared. The results demonstrated that the union between written text and image contribute significantly to the understanding of the meaning of entries. The students, in their final production, understood the relevance of combining text and images because this guarantee a better comprehension of what we want to transmit. Therefore, is evidenced the importance of using the dictionaries at classroom steadily and continuously, once they are indispensable tools for the teaching-learning process of Portuguese Language, especially, reading and writing.