A retextualização como estratégia metodológica para o trabalho com leitura e a produção de videoanimação

Abstract

This dissertation focuses on multisemiotic texts, which are characterized by the integration of different modes/resources of languages (words, images, sounds, colors, gestures, facial expressions, glances, movements, lighting, framing, salience, etc.). In the context of teaching and learning, the reading and production of these texts require methodological strategies for an adequate meaning-making process. Thus, working with this type of production is relevant due to the importance of fostering a citizenship-oriented education, as texts circulating in the information society are fundamentally multisemiotic. This issue has been extensively discussed in the theoretical field of the Pedagogy of Multiliteracies, which highlights the need for new tools and educational practices for both the production and critical analysis of texts (Kalantzis, Cope, and Pinheiro 2020). In this context, this dissertation, through an intervention proposal for teaching the mother tongue, analyzed the semiotic resources used in a didactic activity that retextualized the popular tale genre into the video animation genre. The general objective of the research was to explore the retextualization of popular tales (in the written modality) into video animations (oral, written, sound, and visual modalities). The specific objectives were: a) to characterize the didactic approach proposed by the pedagogy of multiliteracies; b) to define the methodological strategy of retextualization and discuss its contributions to the teaching of reading and textual production; c) to analyze the relevance of working with multisemiotic texts in the classroom; d) to design and implement an intervention project focused on the retextualization of tales (written and visual modalities) into the video animation genre (oral, written, sound, and visual modalities); e) to produce an experiential report aimed at teacher education. To achieve these goals, this dissertation includes a bibliographic research divided into two parts: a) characterization of the theoretical foundations related to the Pedagogy of Multiliteracies; b) characterization of retextualization processes. Additionally, an intervention research project was developed, resulting in an educational product that involved a retextualization activity from the tale genre to the video animation genre. This intervention was carried out with a 6th-grade class in a public school, culminating in the production of three video animations. The research expanded theoretical and methodological studies on reading, writing, and oral practices, explored different languages, promoted skills related to multiliteracies, and contributed to the professional development of Portuguese language teachers.