(Multi)letramentos e práticas de leitura : a compreensão de textos multissemióticos no contexto do Ensino Fundamental

Abstract

Teaching reading in contemporary times is a challenging process, since the texts that circulate socially present various semiotic resources (verbal, static or non-static images, sounds, colors, among others) that contribute to the construction of meaning. This research is based on the premise that reading is a social language practice to be learned and, for learning to occur, explicit and systematized teaching is necessary. From this perspective, with this work, we seek to answer the following question: What is the performance of second-grade students in Elementary School – Early Years – in relation to the reading and comprehension of multisemiotic texts? The general objective that guided us during this research was: To analyze the performance of students from three second-grade classes in Elementary School – Early Years – in relation to the reading of multisemiotic texts. As specific objectives we sought to: a) analyze how reading practices are developed by three teachers in the second grade of Elementary School, in relation to multisemiotic texts; b) to analyze the performance of students from three second-grade classes in Elementary School – Early Years in relation to reading skills of multisemiotic texts of different textual genres; c) to reflect on reading strategies that can contribute to the formation of readers; d) to produce an e-book aimed at teachers that addresses work with multisemiotic texts. Methodologically, this research presents a literature review to theoretically support the study, in addition to the collection of primary data gathered through field research, carried out through two practical activities developed with second-grade Elementary School students, in order to assess their level of comprehension of multisemiotic texts. We also conducted interviews with teachers of the same grade level to understand how work with these texts is planned and developed. The analyses revealed that, although the teachers recognize the importance of working with multisemiotic texts, they still encounter challenges in the implementation and application of pedagogical practices, as well as in defining the theoretical and methodological basis that supports work with the reading of multisemiotic texts. The data generated by the analysis of the "Diagnostic Activity" revealed that students have greater difficulty in interpreting texts of the poster and comic strip genres. Examining the data generated by the activity "Reading and interpreting the Vivo Brincar campaign," we observed that students were more skilled at identifying explicit information in multisemiotic texts, while the practice of inference and the identification of implicit information proved more challenging. As an educational product, we present an e-book containing activities focused on working with multi-semiotic texts. We aim to strengthen the relationship between theory and practice, considering the real conditions of the classroom in order to contribute to the development of efficient educational practices as a basis for the implementation of measures that value, promote, encourage and strengthen teaching and practices aimed at the formation of readers.