Desafios da professora de língua portuguesa no ensino das relações imagem-texto com do 7º ano

Abstract

This paper deals with the importance of verb-visual reading and the challenges of teaching verb-visual relations to 7th year students. We live in a world full of images, and the courseware, in general, presents lots of images without discussing the expressive potentiality of this resource, as if the reading of these images was something natural, inherent to all readers. The goal of this investigation was to find ways to promote the visual literacy, which, according to Stokes apud Silvino (2012), is the ability of reading, interpretate and understanding the information presented in images in different kinds of texts and their relations with verbal texts, which wasn’t mentioned by the author, but that are part of this literacy. The specific goals are two: (a) identify didactic activities which help the student understand the fundamentals of visual language and (b) develop the ability of verb-visual texts reading. Guiding questions are: (a) what activities to develop, with 7th year students, to take them to the comprehension of the relations between text and image in different texts? (b) what’s the importance of verb-visual reading to the comprehension of the many textual types used in the classroom? The theoretical basis comes from: Gomes (2019); Linden (2018); Odilon Moraes, Rona Hanning and Maurício Paraguassu (2012); Nikolajeva (2011) and Ramos (2013). It’s a qualitative research (BORTONI-RICARDO, 2008). In order to generate the data, the following instruments were used: didactic sequence, teacher’s logbook, photos and videos, students’ activities and productions. Initially, a didactic exploration proposal was develped, and then a didactic sequence of nine steps was applied, in a total of nineteen classes. First, the activities provided the diagnosis that the students didn’t care much about the images in the verb-visual texts and needed to give more atention to these images’ details concerning the relations between image and text; from the applied activities in the didactic sequence, 273 activities were analized, and I noticed that the students got to recognize the verb-visual realtions in the texts and to identify the use of other expressive resources in the verb-visual texts, they were also capable of identifying the functions that the image has along with the text and vice-versa and I confirmed the importance of inserting the verb-visual reading in the discipline of Portuguese language program. I present, in the end, a range of 10 activities that aim to contribute to the tex-image relations teaching and that can be used in the training of Elementary School students.