Ensino da leitura sob a perspectiva discursiva crítica : trabalhando com textos de campanha comunitária

• Ano de defesa: 2018
• Autor(a) principal: Castro, Weslin de Jesus Santos
• Orientador(a): Damaceno, Taysa Mércia Santos Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação Profissional em Letras
• Palavras-chave em Português: Análise do discurso; Material didático; Discurso; Leitura; Letramento; Multimodalidade; Módulo didático
• Palavras-chave em Inglês: Discourse; Reading; Literacy; Multimodality; Didactic module
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/10329

Difficulty in reading and interpreting multimodal texts, observed through surveys conducted with students of the ninth grade of C.E.P.P.F and E. E. J. P. C. Elementary School was the starting point of the research presented in this report. The main objective was to minimize the difficulty identified among these students by reading workshops in a didactic module. Therefore, the mobilized theoretical contribution allowed the reflection on the observed reading difficulty, the elaboration of an intervention proposal and the discussion of the results. This theoretical support is based on authors such as: Cassano (2003), who explains about reading in a discursive perspective; Kleiman (2008, 2010, 2012), who brings reflections around literacy; Lerner (2002), who analyzes the school reading situation; Fairclough (2001), who deals with the three-dimensional model of critical discourse analysis; Rojo (2012), who discusses multiliteracies; Silvestre and Vieira (2015) and Dionísio (2014), who discuss multimodality studies; Novellino (2007), who inventories instruments of Kress and Van Leeuwen visual grammar (2006 [1996]) for the interpretation of multimodal texts. The applied methodology was the educational action research that, according to Tripp (2005), entails a greater integration of the production of theoretical knowledge to the analysis and reformulation of praxis in the face of a demand verified by the teacher in a given group of students. The instruments used for the collection, description and analysis of information consisted of initial and final reading tests and evaluation activities for each workshop. The results showed that this research had repercussions on the literacy of the involved students in the interpretation of multimodal texts. The final product of this research consists of a Didactic Module intended for Portuguese teachers and susceptible of being replicated for reading practice in Elementary School.