Book Trailer: uma ferramenta de aprendizagem significativa para desenvolver a competência leitora por meio da multimodalidade e da tradução intersemiótica

• Ano de defesa: 2025
• Autor(a) principal: Santos, Verônica Ribeiro dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: INSTITUTO FEDERAL DE ALAGOAS - Ifal; Brasil; Campus Benedito Bentes; Mestrado Profissional em Educação Profissional e Tecnológica/ProfEPT
• Palavras-chave em Português: Educação Profissional e Tecnológica; Linguagem Multimodal; Multiletramento; Multiliteracies; Multimodality; Intermediality; CIÊNCIAS HUMANAS: EDUCAÇÃO
• Link de acesso: https://repositorio.ifal.edu.br/handle/123456789/1136

This study aimed to investigate the pedagogical potential of the book trailer—a short video inspired by the logic of movie trailers—as a didactic tool for developing reading competence in the context of professional and technological education. The research was conducted with students from a technical course integrated into high school at the Federal Institute of Bahia, through the application of a didactic sequence composed of six workshops. Grounded in theories of multimodal reading, multiliteracies, intersemiotic translation, intermediality, active methodologies, and meaningful learning, the study analysed how literary mediation through digital information and communication technologies can promote more meaningful, critical, and contextualized reading practices. Data were collected through a Likert-scale questionnaire and analysed using coding and thematic analysis, from which three main themes emerged: (1) understanding multimodal language and intersemiotic translation; (2) the use of digital technologies in literature teaching; and (3) experience with active methodologies and meaningful learning. The results indicated that the book trailer appears to foster student engagement, increase interest in literary reading, and enable meaning-making through the articulation of linguistic, aesthetic, and technological resources. The research also highlights the challenges of implementing such practices in public education contexts, including material and time constraints, but suggests feasible paths for their replication and expansion. It is concluded that the book trailer, as a practice of reading and intersemiotic translation, can contribute to reading skills in technological education, aligning with the contemporary demands of critical and multimodal education.