Exploração da multimodalidade em livros didáticos de português língua adicional e língua materna: Língua adicional e Língua materna

• Ano de defesa: 2017
• Autor(a) principal: Ana Paula Andrade Duarte
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Português como Língua Adicional; Livros Didáticos; Abordagem da multimodalidade; questões de leitura e produção de texto; Português como Língua Materna; Leitura; Livros didáticos Avaliação; Aquisição da segunda linguagem; Aprendizagem; Língua portuguesa Estudo e ensino Falantes estrangeiros; Produção de textos
• Link de acesso: http://hdl.handle.net/1843/LETR-ANJM7V

This dissertation is the result of a study, based on the theory of Social Semiotics, in which the exploration of multimodal texts in textbooks of Portuguese as an Additional Language (PLA) and as Mother Language (PLM) was analyzed. The corpus is composed by two collections of PLA - Terra Brasil: curso de língua e cultura and Viva! Língua Portuguesa para estrangeiros - and one of PLM Português Linguagens, which means that it includes works widely adopted in Brazil and abroad. Guided by the notion of text as a "production of verbal and / or nonverbal elements intentionally selected and organized, during a socio-interactive activity between speakers who seek to understand and produce meanings" (Dell'Isola, 2016), and by official documents that guide basic education in Brazil, the concept of textbook and its function in the teaching-learning process were discussed in a broad and specific way in the teaching of PLM and PLA. Given the need to study these aspects in the selected textbooks and showing a brief historical review of the use of LD in Brazil, a survey of recent studies whose subject matter is the textbook both PLM and PLA were presented. Starting from Social Semiotics, as outlined by Hodge and Kress (1988), to reach multimodality, questions such as the path of reading, typology, colors, their presence in the textbook and consequently their influence on the teaching-learning of Portuguese Language were used. In order to verify how the multimodal texts composed by images and words in the reading and textual production activities in the corpus of this research are explored, this dissertation analyzes: the occurrence of multimodal texts composed by images and words in the reading and textual production activities and activities that propose the work with these texts; The exploration of the information provided by the images and the words in the selected multimodal texts; how the integration of images and words occurs in the understanding and production of multimodal texts, and the way the comprehension and production of the global meaning derived from the conjugation of images and words in multimodal texts is explored. In general, this study led to the conclusion that, in the works that were analyzed, non-verbal texts have less prominence than verbal ones, since the focus of the activities of interpretation and production is on the information conveyed by the words, leaving aside what is transmitted by the images.