O tratamento dado à leitura de textos digitais nos cadernos MAPA voltados ao ensino médio em tempo integral em Minas Gerais

Abstract

Considering the need to expand the effectiveness of teaching proposals related to the context of Full-Time Upper Secondary Education (EMTI), this study has as its main objective to critically analyze the approach to the reading of multisemiotic texts in the MAPA Booklets in the light of the guidelines of the BNCC and multiliteracies theories and, thus, to understand the potential of this proposal for the holistic education of Upper Secondary students in the public school system of Minas Gerais. To structure the research proposal, a bibliographical study and a documentary study were carried out. The bibliographical research consists of a discussion about concepts of reading, multiliteracies, and the specificities of reading in digital contexts. The documentary research consists of an analysis of the planning proposed in the MAPA Booklets – Pedagogical Support Material for Learning (2024), developed by the State Department of Education of Minas Gerais and aimed at public-school Upper Secondary students as an alternative to complement the teaching and learning process. For this purpose, three editions were selected, and the sections devoted to the teaching of Portuguese language were analyzed. Within the scope of the bibliographical research, a discussion is carried out on the characteristics of the meme genre and its contributions to the teaching of reading. In the documentary part, an analysis is proposed of how the meme genre is treated in the teaching sequences (SD) designed for EMTI. The research undertaken made it possible to verify that the MAPA Booklets are aligned with the assumptions of multiliteracies and multimodality, since competencies, knowledge objects, and skills are articulated with the dimensions of cultural diversity and semiotic multiplicity. However, the proposed activities lack a more indepth exploration of these dimensions. Considering the relevance of reading multisemiotic texts, of problematizing social issues, and of the ethical treatment of information, an educational product was proposed that focuses on the reading of the meme genre, in the form of a didactic sequence. This didactic sequence sought to present a proposal for working with the meme genre from a multimodal perspective. In this way, the study carried out can contribute to the construction of a theoretical framework for work with the reading of multisemiotic texts, especially with regard to the use of memes in the classroom.