Formação de professores para o trabalho com textos audiovisuais: uma proposta de leitura do gênero videoanimação

Abstract

This article aims to present a reading proposal to a videoanimation and, consequently, an analysis of this genre, making considerations for its use in the classroom. Based on the theory of textual/discursive genres, social semiotics and cinematographic language, we will highlight the importance of promoting, during the teacher training process, a didactic-methodological experience in using this genre in order to enable pre-teachers to work with multiple languages. The possibilities of analysis presented prove the need to rethink the teacher training to the emerging issues of the insertion of information and communication technology as didactic-pedagogical material in the daily school life, as well as the importance of offering the teacher, in his formative course, ways to (re)think about its practice of teaching reading.