Livro didático digital de língua portuguesa e atividade de leitura

Abstract

This article aims to present an analysis of reading activities offered by the digital textbook (LDD) through digital educational objects (OED’s). To achieve this goal, we analyze how digital literacies are worked (when they are) and how they are presented in OED's, in addition to checking the multimodal resources present and how they interfere with LDD reading activities. The corpus constitutes an OED of the Portuguese language LDD of the collection Projeto Teláris volume nine, Editora Ática, destined to elementary education II, written by Borgatto, Bertin and Marchezi, (2015). This choice was made because it is the only approved collection in the category in the PNLD 2017. The study is based on Maingueneau (2013, 2015) on discourse and the concept of multimodality. In addition to this author, we also make use of Dionisio and Vasconcelos (2011 and 2013) with regard to the multimodal language. We searched Rojo and Bunzen (2005), Procópio (2010) and Soares, (2016), regarding the textbook speech genre and the LDD. As for digital literacy, we rely on Xavier (s / d) and Dudeney, Hockly and Pegrum (2016). From the analysis presented, we conclude that these resources are complementary to the activities present in the LD and constitute static activities and strategiesand, consequently, the use of interactivity is not used. They explore the multiple semioses that come from digital environments.