Leitura de videoanimações e produção de sentidos : uma proposta multissemiótica para o aperfeiçoamento de habilidades leitoras

Abstract

This research investigates reading skills related to the comprehension/interpretation of the video animation genre, considering the need for a more systematized study on the modes of organization and functioning of multisemiotic texts present in contemporary society. To this end, a theoretical-methodological approach capable of addressing the complexity inherent in these productions is required—that is, a perspective encompassing linguistic, semiotic, and discursive dimensions. In this direction, the guiding research question is as follows: which reading skills can be explored when working with the video animation genre? The study is based on the assumption that reading is an interactive phenomenon of (re)constructing, negotiating, and questioning possible meanings of texts and discourses through inquiry and an active-critical responsive stance (Rojo, 2004; Gomes, 2017). Thus, the general objective of this proposal is to analyze the potential of the video animation genre for improving reading skills within the Portuguese Language curriculum component. To achieve this aim, the following specific objectives are proposed: (a) to survey reading skills suggested by official documents that articulate with the work on multisemiotic texts in the classroom (Base Nacional Comum Curricular – BNCC (Brazil, 2018) – final years of lower secondary education – and the Portuguese Language/Languages Reference Matrix of the National Institute for Educational Studies and Research (Inep/Saeb, 2022)); (b) to examine reading skills proposed by authors who address the theme; (c) to survey research that deals with the reading of video animations in the classroom; and (d) to propose a theoretical-methodological analysis of the video animation genre. In order to achieve the proposed objectives, this study adopts the following methodological design: (a) bibliographical research; (b) documentary research; and (c) applied research. This study has a qualitative, exploratory nature and follows an interpretivist orientation (Moita Lopes, 1996; 2006). Its theoretical foundation is grounded in the assumptions of the Pedagogy of Multiliteracies (Rojo, 2009; 2012), in the socio-interactionist/discursive conception of reading (Coracini, 1995; 2005), and in discussions on the reading of video animations (Ferreira; Dias; Villarta-Neder, 2019). Regarding documentary research, Brazilian official documents are analyzed (BNCC, 2018; Portuguese Language/Languages Reference Matrix – Inep/Saeb, 2022). Concerning applied research, an educational product is presented, whose proposal includes the analysis of reading skills presented to 9th-grade students in lower secondary education through a didactic activity involving the video animation genre, by means of a pedagogical workbook. For this purpose, the video animation my name is Maalum (2021) was used, taking as reference the studies of Lenharo (2016) and Gomes (2017) for the investigation of reading skills. This research offers a discussion that may contribute to teacher education, both through the theoretical framework developed and through the proposal of didactic activities that constitute the pedagogical workbook. It is concluded that teaching grounded in a skills-based perspective can provide relevant guidance for the development of reading practices involving multisemiotic texts.