A Multimodalidade Na Abertura De Unidades E De Capítulos Em Um Livro Didático De Língua Portuguesa

• Ano de defesa: 2018
• Autor(a) principal: Bitencourt, Alexandre Passos [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Multimodality; Textbook; Grammarof Visual Design; Multimodalidade; Livro Didático; Linguística Sistêmico-Funcional; Gramática Do Design Visual; Ensino De Língua Portuguesa
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=6369338; https://repositorio.unifesp.br/handle/11600/52266

This Dissertation Aims To Analyze Multimodal Aspects At The Opening Of The Units And Chapters Of The Portuguese Language Textbookfor The Ninth Year Of Basic Education, Portuguêslinguagens (Cereja; Magalhães, 2012), Approved By The National Textbook Program From 2014. The Goal Of This Paper Is To Specifically Analyze How Visual And Verbal Modes Are Integrated As Proposed By Painter, Martin And Unsworth (2013),Usually Because Images In The Textbook Tend To Situate The Reader More As An Observer Than As A Real Reader, Therefore, Can This Contribute To Distance Him/Her From The Image In Order To Learn From What Happens In The Image, Since It Is A Semiosis With Plenty Of Multiple Meanings. To Do So, We Have Adopted Systemic Functional Linguisticsas A Theoretical Framework To Analyze The Register Variables (Field, Tenor And Mode), Proposed By Halliday (1989) And Eggins (2004) To Verify How The Variable Mode Can Allow Meaning Making. It Isalsopart Of The Theoretical Framework The Grammar Of Visual Design Proposed By