Produção textual no contexto da alfabetização pelo olhar dos (multi)letramentos e multimodalidade

• Ano de defesa: 2021
• Autor(a) principal: Silva, Katellen dos Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino na Educação Básica; Centro Universitário Norte do Espírito Santo; UFES; Programa de Pós-Graduação em Ensino na Educação Básica
• Palavras-chave em Português: Alfabetização; (multi)letramentos; multimodalidade; produção textual; semiótica social; subject.br-rjbn; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/15489

This dissertation presents a study on the understanding of textual production processes in the early years. Anchored in the interactive perspective of Bakhtin's (2003) language, in the sociosemiotic approach of multimodality (KRESS, 1997) and of (multi) literacies (STREET, 2014; COPE and KALANTZIS, 2008; ROJO, 2012; KLEIMAN, 1997), it projects the looking at the development of multiple semiosis of texts, considering the cultural diversity within their social use, we seek to reflect on the following questions: What is the place of the text in the context of literacy as a possibility for critical reflection? What languages are manifested in these texts? How do students mobilize different semiotic ways to produce meaning (meaning creation)? What modes does the educational context allow? According to Kress (1997), meaning is not random, however it is driven by interests (design) and motivated choices. From this perspective, all signs and messages are multimodal, leading us to understand that it is not only written language that conveys knowledge, but also various information, values and ideologies that are transmitted by non-verbal resources. In this sense, based on a participatory methodology, we follow the interactive action, in the context of a virtual classroom - via Google Meet and also in the classroom in the context of a pandemic, after the release of the municipal government, with due biosecurity care, in São Mateus/ES, identifying how texts are produced and which languages are understood and articulated by children. For this, we followed how and which productions appeared, following the following methodological procedures: filming, photographs, audio recordings, descriptive field diary and semi-structured interview. As a result, the study and its theoretical analyzes fostered reflections on the importance of literacy practices and events in the context of literacy, based on the need to adhere to technologies for semiotic as well as political reasons. As understandings of school experiences, it is important for the teacher to understand and act where the text is inscribed, either in digital environments or in locu, in such a way that as a mediator, a study potential is achieved. of reading and textual production, by seeking an integration of the different modes that make up the texts circulating in our society.