Uma proposta de leitura da videoanimação “Morte e Vida Severina”: sinalizações didático-metodológicas

• Autor(a) principal: Ragi, Taísa Rita
• Data de Publicação: 2022
• Outros Autores: Ferreira, Helena Maria
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UFLA
• Texto Completo: http://repositorio.ufla.br/jspui/handle/1/55543
• topic: Semiótica Social; Videoanimação; Textos Multimodais; Gêneros textuais; Espaços digitais; Social Semiotics; Video animation; Multimodal Texts; Textual genres; Digital spaces

With the significant technological evolution experienced by society in recent years, there has been a transmutation of textual genres and, as a result, new modes of interaction have emerged. Thus, with the possibilities of accessing the genres that circulate in digital spaces, it is essential that schools include in their curricula proposals for studies in relation to multimodal texts, in order to develop the students’ ability to read such texts and understand them. In this perspective, this research aims at analyzing the semiotic resources constituting the video animation “Morte e Vida Severina”, based on the poem of the same name, in order to demonstrate the potential that the combination of semiosis can bring to the process of producing meanings. The research is based on a bibliographic methodology that seeks to compile studies on the theory of Social Semiotics (KRESS; VAN LEEUWEN, 2006; HODGE; KRESS, 1988; HOLANDA, 2013; GUALBERTO; SANTOS, 2019) and the video animation genre (ALVES; BATTAIOLA; CEZAROTTO, 2016; ALMEIDA; ALMEIDA, 1998; STEIN, 2000; VILLARTA-NEDER; FERREIRA, 2019). The analysis included a selection of excerpts from the poem and scenes of video animation corresponding to each excerpt, so that the modes of representation in written production and audiovisual configuration could be compared. As a result, the analyzed video animation has potential for the improvement of reading skills by students, since the semiotic resources used in animation include linguistic and discursive dimensions that mobilize cultural knowledge, incite curiosity and perception, they encourage emotional involvement and criticality.