O infográfico como prática de letramento no 8º ano do ensino fundamental

• Ano de defesa: 2016
• Autor(a) principal: Melo, Neilton Falcão de
• Orientador(a): Oliveira, Derli Machado de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação Profissional em Letras
• País: Brasil
• Palavras-chave em Português: Gêneros textuais; Gramática do Design Visual; Infográfico; Multimodalidade; Letramento; Linguagem e línguas
• Palavras-chave em Inglês: Textual genres; Grammar of Visual Design; Infographic; Multimodality; Literacy
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://ri.ufs.br/handle/riufs/6425

The lack of visual literacy of the students and the increasing presence of the image in the social spaces attracted us attention about infographics, object of study of this research. Starting from the perspective of gender as a social action and discursive-semiotic, this study aimed to contribute to the teaching of Portuguese Language from activities that explore the multimodal language of infographics. It sought from multimodal elements that make up this genre, the realization of visual reading practices with the aim of improving the language skills of students. It started from multimodal elements that make up this genre, aiming in order to carry out visual reading practices with the aim of improving the language skills of students. For this paper it was adopt the bibliographic research and the action research as a scientific method, and as empirical field a school located in Umbaúba – SE. As data collection instruments were used questionnaire, rewritten infographics and observation. The research was based from the Grammar of Design Visual of the writers Kress and van Leeuwen (2006), which argues that the visual elements are full of meaning and the image has a specific and significant architecture. As a theoretical basis, it was also used studies of Bakhtin (2011), Marcuschi (2008, 2010, 2011, 2012), Dionisio (2011), Miller (2011, 2012), Bazerman (2007,2011), Soares (2012), Rojo (2005, 2012), Koch (2012, 2015), Cavalcante (2014), Dondis (2015), among others. Starting of the hypothesis that the infographic genre is almost not explored in the classroom and of the communication capability of the image that has a universal capacity to transmit information that can be learned by anyone, as well as the need for interactive insertion and dynamics of gender in educational practices, it was elaborated a Learning Digital Object (ODA). This ODA can be accessed by anyone on the Internet. The activities were made from the infographics of “Superinteressante” magazine. After all process of practicality and research, the results showed that the students were unaware of the genre infographics, as well as notions about images reading. It also proved that digital media allow greater exploitation in the transmission of knowledge, interaction of students with the reading and also dynamic and meaningful learning.