O material físico em tempos digitais: como os livros didáticos de Língua Portuguesa educam para a leitura de textos multissemióticos?

• Ano de defesa: 2022
• Autor(a) principal: Brenda Michelle Buhr Pedro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FALE - FACULDADE DE LETRAS; Programa de Pós-Graduação em Estudos Linguísticos; UFMG
• Palavras-chave em Português: Livro didático; Multimodalidade e multissemiose; Paisagem semiótica; Letramento digital; Linguística aplicada; Língua portuguesa – Métodos de ensino; Livros didáticos – Avaliação
• Link de acesso: http://hdl.handle.net/1843/46065

As one of the main technologies used in classrooms, the Portuguese Language textbook contributes for the teachers’ everyday work, when its widely use is possible by the National Textbook Program (Programa Nacional do Livro Didático - PNLD). However, with the growing connectivity outside the school walls, the students are more virtually connected, even though, due to the difficulty with internet access in schools, the sistemic study on skills and connectivity involved in navigating doesn’t follow, directly, the discoveries made by the students. From this picture, this research analyzes the work done with the multimodal and multisemiotic reading materialized on the Portuguese Language textbooks approved by the PNLD of 2020, for the 9th grade, for the reading and Linguistic / semiotic activities. In order to achieve this, it is (i) verified, from a documental research, the theorical and methodologic referencials in relation to what is proposed by BNCC; (ii) categorized, from the Grounded Theory, the textual genres found on the last volume of each collection, with an open codification, to obtain the semiotic landscape (KRESS, 1995); (iii) within those text genres found, it is verified in which of them the approach considerers modes of representation beyond the verbal one; (iv) discussed about the collections’ graphic project and its effects on the reading and navigability of the texbooks, through a research about design and texbooks (CHOPPIN, 2004; RIBEIRO, 2021; VILLAS-BOAS, 2003; ADDAMS, 2017; MARSARO, 2013); and (v) analyzed, from a qualitative-interpretivist methodology, the semiotic landscape composition on the last chapter of each of the last volumes, verifying how the semiotic approach is made on the available texts for activities. The analysis points out a predominance of the journalistic-mediatic texts, in which are explored, majorly, resources of the visual and spacial modes (DIAS, 2018), in graphic projects that reinforce, still, a more traditional and timid didactic speech on semiotic questions.