Multiletramentos e multimodalidade em livro didático de português do ensino médio

• Ano de defesa: 2021
• Autor(a) principal: Caldas, Maria Cilânia de Sousa
• Orientador(a): Sousa, Maria Margarete Fernandes de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Multiletramentos; Multimodalidade; Multissemiótico; Livro didático de português
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/64803

This thesis aims to analyze language practices in different discourses in volving multilingualism and multimodality in high school Portuguese textbooks. The studies were directed to the identification and exploration of multisemiotic interactions that constitute multilingualism, as well as to the analysis of reading practices in multimodal genres in the Portuguese textbook. The choice of the CPMGEF collection supported the investigation of the research questions, since it would offer more alternatives in the elaboration of the criteria adopted to analyze image reading, multilingu alism, content exposition, strategies for constructing the meaning of the texts, reading and writing activities, among others. The research object is delimited to the Collection Português: Context, Interlocution and Meaning (ABAURRE; ABAURRE; PONTARA, 2016 ), approved in PNLD/2018. Thus, we seek to align the research with the guidelines of the BNCC (2018), in whose social performance fields we situate the contexts in which the 292 multisemiotic texts selected for analysis are inserted: context of citizen per formance, context of study and research, journalistic media context and artistic literary context. As a theoretical basis in relation to the practices of new literacies and multilingualism, we are based on the discussions of the New London Group (1996), Co pe and Kalantzis (2000; 2009), Rojo (2012) and Street (2012) under the perspective of multilingualism valued in the printed pages of the LDP. In relation to multimodality, we place ourselves in two strands: the first under the theory of Systemic Functional Grammar, in which Halliday and Mathiessen (1985) and Halliday and Hasan (1978), among others, support the semiotics of verbal language; the second under the theory of Visual Design Grammar, in which Kress and van Leeuwen (2006), Dionísio (2008), Unsworth (2001), Vieira and Silvestre (2015), among others, support the semiotics of visual language. Our study is situated in the research line of discursive practices and textualization strategies, and it is a documental research, of quali quantitative nature and interpretative bias. The data analysis was carried out in two stages: in the first, we quantified the multilingualism in the contexts of social performance through Canva graphics; in the second, we analyzed the semiotics of the texts from the categories s ocial function of the genre, multimodal reading and visual syntax. The results of the analysis show that some texts of multisemiotic genres in the High School PDP show signs of multilingualism and guide the student through the paths of multimodal reading, but still do not favor the critical positioning of the student in the various fields of social performance.