A metafunção interacional: um olhar para as relações dialógicas entre interlocutores

Abstract

Due to technological advances, the transformation of the processes of production, circulation and reception of media texts has been a recurrent movement in the interactions carried out in a globalized society. Intensely, the dissemination of technological resources provides greater contact with different types of texts. In this sense, new texts emerge and transmute, provoking different positions, while integrating the practices of language use in different social contexts. Based on the above and basing ourselves on the theoretical assumptions of Visual Design Grammar (GDV), idealized and systematized by Gunther Kress and Theo Van Leeuwen (2006), this research aims to analyze how the interactional metafunction is configured dialogically in the relationship between interlocutors in the process of reading multi-semiotic texts in movement, in a restricted way, in the video animation genre. We emphasize that the proposed approach is of paramount importance because it can contribute significantly to the development of teaching and learning practices that can go beyond the print culture, that is, add to these practices, digital culture, multiliteracies and new literacies that allow a contemporary approach that contemplates the new social practices of language. Thus, new skills can be considered to read and interpret texts in movements that contemplate multiple semiosis and that contribute to the process of indictment and production of meanings in multi-semiotic texts. The research adopts, as a foundation, the theoretical bias of the GDV, the theoretical assumptions of the Pedagogy of Multiliteracies and the characterization of the video animation genre. Based on the study carried out, we note that discussions about multi-semiotic texts are still incipient, if we consider the tradition of research on phenomena related to verbal modality, especially writing. Through it, we found that: a) GDV contributes significantly to the analysis of static and moving texts; b) the video animations contribute to the process of critical-reflexive reading, in order to contemplate different resources and semiosis present in the different manifestations of language; c) semiotic resources, such as lighting, framing, colors, saliences can contribute as non-verbal discursive modals in the construction of meaning indictment; d) the interactional metafunction is intrinsically dialogically linked to acting in social relations, as there is na interaction between subject-producer, product and subject-reader. Furthermore, we point out that working with moving texts can contribute significantly to the development of teaching practices that can go beyond the culture of print (or the written word), that is, adding to these practices the digital culture, multiliteracies and the new literacies that allow an approach that contemplates the new social and language practices.