O letramento crítico e práticas político-cidadãs no gênero charge: uma proposta de leitura multimodal no 8º ano do ensino fundamental

• Ano de defesa: 2021
• Autor(a) principal: Gusmão, Kátia Novaes
• Orientador(a): Damaceno, Taysa Mércia dos Santos Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação Profissional em Letras
• Palavras-chave em Português: Leitura; Multimodalidade; Charge; Letramento crítico
• Palavras-chave em Inglês: Reading; Multimodality; Cartoon; Critical literacy
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/18257

Media innovations have proposed texts with different languages (advertisements, comic strips, cartoons, memes, gifs etc.), designated as multimodal texts, suggesting reformulations in the processes of interaction between subjects, literacies and teaching proposals. It is essential that the student grasps the intertextuality of multiple representations, assigns meaning, can reach their conclusions and possibly reach social practices of language. Based on this assumption, we conducted this research in the eighth year of elementary school and characterized our investigation with the methodological perspectives of action research by Tripp (2005) and collaborative research by Ibiapina, Bandeira and Araujo (2016). With regard to theoretical references, we base this study on the following concepts: Antunes (2003), Koch and Elias (2018) about intertextuality and previous knowledge; Oliveira (2010) and Ferrarezzi Jr. (2017) regarding reader concepts; Orlandi (2012) in relation to discursive multimodality; Romualdo (2000) and Moretti (2011) with the notions of charge; Kress and Van Leeuwen (2006 [1996]) and Pietroforte (2020) about imagery concepts; Rojo (2009) with the perspectives of multi-courses and critical literacy, in addition to being based on national and local parameters, the Commom Base National Curriculum (2017) and the Sergipe Curriculum (2018), respectively, with the competencies and skills inherent to our study. In addition, we present our proposal for the final product, a Didactic Module (DM), based on the multimodal charge genre for the promotion of critical literacy among students, focusing on themes on socio-environmental politics and awareness aimed at political-citizen practices. This pedagogical tool may be replicated by other native language teachers who seek to complement their teaching of reading focused on multimodality and consecutively to stimulate the learner’s autonomy.