Leitura de mundo e construção de sentidos: a formação da competência leitora por meio dos gêneros multimodais anúncio publicitário e propaganda

Abstract

The observation of absence or shortage of activities that aim to make the student their learning’s main character, as suggested by the legal documents PCN (1997) and BNCC (2018), sparked our interest in working with multimodal genres, specifically advertisements, as one of the possibilities of stimulating reading competence in the ninthgrade students of Elza Bezerril Ribeiro city school, in the Piquiri district, rural area of Canguaretama, RN. Thus, the necessity of stimulating the students’ reading competence emerged to minimise the impacts caused by the low interest in reading activities. In this context, including multimodal languages appears to be one of the countless possibilities for reframing Portuguese language classes and thus promoting the inclusion of reading and writing activities. There was a discussion of how to elaborate reading activities that could provide autonomy and criticality for the students. For this, the concept of reading competence proposed in the BNCC (2018) was explored, besides those brought by writers such as Koch and Elias (2010), Kleiman (2022), Solé (1998), Koch (2002) and Kato (1998). As to discursive genre analysis, the works of Bakhtin (1997) and Bronckart (1999), with language in its discursive and enunciative approaches, and not in its formal specificities. Still on the subject of textual genres, the contributions of Kress (1989, 2003) and Marcuschi (2007) will be analysed. In multimodality, the studies proposed by Dionísio (2005), Kress and Van Leeuwen 92006), Kleiman (2010), and Rojo (2013) will be investigated among others that will construct the theoretical foundation of this research, conforming with the legal documents PCN and BNCC. This research has as its main goal the improvement of reading competence in ninth-grade students on the interpretation of advertisements and developing their criticality on consumerism and bullying. The methodology used was qualitative action research, in which the intervention actions were based on an analysis of multimodal texts, advertisements and commercials. Although this work has no pretensions of remodelling or recreating teaching and learning practices, we hope, with it and from it, to launch, enable, and motivate new perspectives and processes of (self) reflection for the students taking part in the research, in terms of stimulating their reading competence. The results point to more efficient and judicious ways of reading, not only making sense of verbal language but also the composition of languages present in multimodal texts.