O gênero discursivo infográfico: da multimodalidade aos ultiletramentos no ensino de língua materna

• Ano de defesa: 2020
• Autor(a) principal: Guterra, Ana Lucia Rodrigues
• Orientador(a): Freitas, Ernani Cesar de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Passo Fundo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras
• Departamento: Instituto de Filosofia e Ciências Humanas - IFCH
• País: Brasil
• Palavras-chave em Português: Leitura; Escrita; Letramento
• Área do conhecimento CNPq: LETRAS::LINGUA PORTUGUESA
• Link de acesso: http://tede.upf.br:8080/jspui/handle/tede/2035

This research defines as theme the reading and reading capabilities of multiliteracies in multimodal t exts in high school. In this study, we took into account the strategies of reading, written production and the media interference in the shaping of the reader. We defend the thesis that the reading practices and the production of writings with discursive m ultimodal genres promote multiliteracy in the contemporary high school readers. The general objective consists in developing a critical reading competence on students in their maternal language by the means of reading practices and writings, through intera ctive procedures that use multimodal texts to be applied in high school, in order to train readers and producers of multiliterate texts, through digital literacy, prepared for the critical exercise of citizenship. Given the objective, the following theoret ical frameworks are articulated: the concept of text and textual sequences from Adam (2008, 2019); about the concept of reading, comprehension, reader profiles and written production we resort to Kleiman (2002), Canclini (2008, 2015), Petit (2009), Ribeiro (2018), Santaella (2013, 2015), Kress (2003); on genres speech, we mobilize Ba khtin (2016); on the infographic, we use Sancho (2013), Kanno (2018); on literacy and digital literacy we use Kleiman (2002, 2005), Lemke (2010), Soares (2016), Coscarelli; Ribeiro (2017); on multiliteracies, Cope; Kalantzis (2000), The New London Group (2 000). Alluding to discursive multimodality and social semiotics, Kress; van Leeuwen (2001, 2006), Dionísio e Vasconcelos (2013), Cani are used; for new technologies and digital culture, we turn to BNCC (2018a, 2018b) e Ribeiro (2018). As for the methodolog y, it is an exploratory and bibliographic research developed through action research carried out in a class of the 2nd year of high school, from a public school, in the city of Seberi (RS). The approach is qualitative and aims to produce practical knowledg e related to possible problem situations associated with the development of effective reading practices and textual production in the classroom. The main corpus used during the research is the verb visual materiality in the discursive genre infographic. As an overall result, it is highlighted that reading practices and written productions with discursive multimodal genres promote multiliteracies in the contemporary high school reader. In addition, this research promotes the development of pedagogical practi ces aimed at strengthening the teaching and learning process of reading skills and written production.