Livro didático de língua portuguesa: um gênero de discurso multimodal.

Abstract

The importance of textbooks in the teaching-learning process has long been discussed. In this article, we bring some reflections on the interface between textbook, discourse genre and multimodality. We try to observe to what extent the textbook is characterized as a genre of multimodal discourse, since it presents a symbiosis of languages. In order to achieve our objective, we have used the socio-historical and socio-historical assumptions Bakhtin (2011), allied to the foundations of multimodality, presented by Red and Barbosa (2015), Dionísio (2013), Bonini (2011) and Maingueneau . We present as corpus two textbooks of elementary school, which revealed the presence of elements that make the textbook be considered a genre of multimodal discourse, which opens the perspective for the student to become a critical reader, if the textbook in the teaching-learning process as a multimodal genre.