A Produção de textos multimodais com foco no cotidiano de alunos do 9º Ano

Abstract

This dissertation was developed from the observation that new technologies and multiple languages are increasingly present in communicative events and the school can not remain unrelated to this context that establishes new literacies. The question that guides this research seeks to understand how the work of reading / producing multimodal texts using digital resources can promote multiliteracies. I aimed to understand how multimodality, associated with digital media and involving the daily life of students in the 9th year of a municipal school can provide multilevels leading to an active and conscious posture. I also sought to establish a context of mutual learning, interactive and collaborative, providing an environment conducive to the voices of students. The theoretical foundation is centered in the studies of Barthes (2002), Gomes (2011; 2015; 2016), Rojo (2012; 2013) and Street (2014). The methodological approach was ethnographic and through the construction of a Blog, talk wheels, Diário de Bordo notes, interviews and multimodal productions using the cell phone, it was possible to generate and collect data analyzed in its procedurais and final stage. The results of this investigative process showed that students' lack of interest and the difficulty of expressing themselves and of perceiving the effects of sense in multimodal texts is mitigated when the focus is no longer only in the verbal and begins to consider multimodality contextualized with its sociocultural environment and its identity issues. Thus, a repertoire of multimodal reading and production of content belonging to categories of interest of the students, associated to the digital medium, led to a more active and conscious reading and expressivity, to the development of literacies and a perceptible motivation so essential in the process teaching-learning.