Gêneros discursivos multimodais: leitura e construção de sentidos

Abstract

When we analyze the indexes of the Prova Brasil (2013), destined for the final series of elementary education II, we find a lack of student training, which is expected, among other knowledge, probably to be able to infer the senses produced by the association of verbal and of nonverbal language in multimodal texts. Based on these results and the results of diagnostic evaluation, we constructed this proposal of pedagogical intervention, guided by a didactic sequence, as proposed by Schneuwly and Dolz (2001), the research, of an interpretative and interventional nature, has as subject the students of the Ninth year of class C of the Francisco Silva Cavalcante Municipal School, located in the city of Fortaleza / Ce, with the main objective of training proficient readers capable of understanding the meaning of multimodal texts according to the multilevels demanded by contemporary society. Our proposal for pedagogical intervention is based on Bakhtin's (1997) dialogic understanding of Bakhtin's conception of discursive genres, Rojo's (2012) studies on multiletrations, Paulo Freire's (2011) reading thinking, and Solé's perspectives 1998) on reading strategies. The National Curricular Parameters (BRASIL, 1998) are used as guiding documents for this work. We also note that at the end of this didactic sequence students are able to: recognize the association of verbal elements and imaginary elements in the composition of multimodal texts, formulate reading strategies that enable the understanding of multimodal texts and identify linguistic resources appropriate to certain situations Or communicative intentions regarding the multimodality of texts.