Retextualização e multimodalidade nas crônicas de Carol Bensimon: gênero vídeo-minuto

Abstract

The main objective of the present work, based on the reading of Carol Bensimon's A Stranger in the City, is to develop a practical and reflective intervention aimed at training literary readers through a didactic sequence (DS) as a methodological and interdisciplinary approach, aiming its retextualization into a one-minute video. Understanding the importance of literary texts in the knowledge that is spread through reading and time, multimodality brought the flexibility to advance this work because it is thought as a mix of different forms of language that, altogether, act in order to bring meaning to different discursive genres, by covering different communication modalities such as literary chronicles, group work, text production and the recording of the oneminute video. The design of this work focused on the daily classroom practice of the reading process and reflection on the text. In this sense, the research was conducted from an interdisciplinary perspective, with the aim of promoting an approximation between readers and texts that allows for an enriching and enchanting literary reading experience, in a Brazilian 9th grade class of middle school. For the execution of this study, we adopted a qualitative methodological approach, more specifically from the perspective of action research, based on Thiollent (2011). The work with the genre of the literary chronicle followed the didactic sequence suggested by Dolz (2010), the methodology came from practical classes where text production was possible and registered in the students' collective diary, which was essential for the one-minute video script. For literary literacies, we used the contributions of Cosson (2011). For speech genres, we reflect on the research of Bakhtin (2003), for digital genres and multiliteracies, Rojo (2012) and Ribeiro (2016). All these theorists have contributed to the success of this research. The results show that the skills that these students have to consciously choose and use the video as a teaching resource are not very significant, even though we experienced several moments of analysis throughout the project, we felt that there were gaps in the involvement of the class in the recording of the one-minute video. However, through the resources of Paulo Gustavo Law, the students and the teacher-researcher had the opportunity to re-edit the videos, mitigating the difficulties faced during the process. Although, in terms of reflective practice, we achieved the desired result, all of which materialized in the development of the reading skills, reflection and production of the diary itself.