Impactos dos recursos multimodais na compreensão dos gêneros textuais

• Autor(a) principal: Brito, Josival Alves de
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/handle/riufs/6433
• topic: Letras; Compreensão na leitura; Histórias em quadrinhos; Aprendizagem; Material didático; Multimodalidade; História em quadrinhos; Compreensão leitora; Objeto de aprendizagem; Multimodality; Comics; Reading comprehension; Learning object; LINGUISTICA, LETRAS E ARTES

Text comprehension difficulties among students in 6th year VSM public elementary school, confirmed by the institution‘s Ideb and the researcher‘s own experiences, were the reasons to engage in an action research. This paper`s main objective is to show the results from the aforementioned research, whose purpose was to improve reading skills, working with multimodal text genres in the textbook used by the school and the learning objects defined for the development of reading comprehension. The selected theoretical contributions aim to study text genre, multimodality and comprehension skills interactively as well as to offer methodological support to organize reading protocols and the steps of the action research. Beyond gathering pedagogic proposals to enable a connection between multimodal elements (static or dynamic) to understand two text genres, comics and painting, throughout the research, a learning object (LO) was elaborated concerning the broadening of student‘s capacities. The option of creating a new studying material derives from the necessity of alternative proposals to support teachers and students in basic education as well as the intention to achieve an of the objectives of Professional Masters (PROFLETRAS) which involves elementary school teacher‘s instrumentation to elaborate an innovative studying material considering the use of technological resources available in society. The information was collected through four tests – the first was to evaluate the students‘ capacity, the second was given after working with the text genres found in the textbook, the third was giving with the LO from the teacher‘s support material, provided by the publisher and the fourth was given after the activities with the LO produced in the research – to verify if the work with multimodality can effectively contribute to an advance in the student‘s level of reading comprehension. The results show that from the elaboration of a set of systematized activities, the students improved their Reading skills, especially in the activities which included the multimodal resources. The final product of the research is organized in a learning object that is possible to be used by other Portuguese teachers and aims to contribute to the improvement of student‘s Reading skills, making them more proficient.