Leitura de textos multimodais contemporâneos no ensino de francês língua estrangeira

• Ano de defesa: 2017
• Autor(a) principal: Mascarenhas, Érica Barreiros de Assis
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Língua francesa - Estudo e ensino; Leitura - Estudo e ensino; Letramento literário; Multimodalidade; Formação do leitor
• Link de acesso: https://petrus.cp2.g12.br/handle/123456789/1782

The present qualitative (GOLDENBERG, 2013) and exploratory (GIL, 2010) study discusses developing the reading of multimodal texts in lessons on French as a foreign language (FFL). Given that multimodality has become increasingly apparent in different social practices and that the use of the French manual is the main didactic resource in a specific educational context, the 9th year Elementary School classes in the Engenho Novo II campus of Pedro II School, it was pivotal to consider how the reading of this material is approached, as well as how the interpretation of multimodal texts is inserted in the pedagogical routine of these classes, with the aim of fostering reflective readers. The educational product resulting from this study provides extra support to the planning of reading activities in 9th Year Elementary School classes. In its pilot version, different didactic possibilities aimed at developing the reading of contemporary multimodal texts in FFL lessons are presented. In the theoretical foundation of these proposals, the Visual Design Grammar based on Kress and van Leeuwen (2001, 2006) is emphasized, from which the criteria related to compositional metafunction originated, a crucial tool for the analysis of the advertising and journalistic texts that have been selected for the Reading Journal.