O uso de gênero multimodal para didatização: proposta para leitura de catálogo de produtos.

Abstract

The use of textual genres in teaching practices has become an effective alternative for didactic work and its approximation with the reality of students, in this case of students who at all times read and distribute catalogs during our classes without them being taught In the classroom, particularly when it comes to reading practices. The present dissertation is guided by the following research question: how do sociocognitive and textual strategies enable the visual literacy necessary for the reading of product catalogs? And it has as general objective to analyze the contribution of the socio- cognitive and textual strategies in the reading of Product Catalog for the visual literacy of Elementary School students. Specifically aims 1) to construct a didactic model for the reading of the genus Product catalog; 2) to propose a sequence of reading activities that can be applied at this level of schooling. The theoretical framework of our research is made up of two fields: language, consisting of the contributions of the studies on multimodality, multiletrations, visual literacy and textual genre, as well as the Bronckart model of description of the genre (1999; 2008) and the model Of visual structures analysis, by Kress and Van Leewen (1996); And field of didactics of languages, represented by the concepts of didactic model of gender proposed by Cristovão (2010). The research points to the fact that only from a more detailed study of the textual genre is it possible to construct a didactic model of gender and consequently activities with a view to its application in the classroom. It was also observed that only a descriptive model for the genre focused on compositional, thematic and linguistic aspects does not contemplate the multimodal genre as a whole, being necessary to join this model with a model of description of visual character. Since it also shows that studies related to the Product Catalog genre are necessary, since it is a genre that has not yet been studied and that, because of its multimodal structure, facilitates both linguistic and visual literacy and can lead the student to a greater criticality as to the acquisition or Not of products present in the genre.