Multisemiotic analysis and Portuguese Language teaching in basic education: from theories to teaching proposition

• Autor(a) principal: Santos, Fernanda Maria Almeida dos
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Fórum Linguístico
• Texto Completo: https://periodicos.ufsc.br/index.php/forum/article/view/78775

In contemporary society, the expansion of communicative processes, brought about, above all, by the development of digital technologies, requires teachers prepared to work with the text not only in a linguistic perspective, but also in semiotics. However, it is still a challenge for many teachers to promote the didacticization of theoretical contents and to develop Semiotics teaching from an integrated analysis of semioses in multimodal texts. In this sense, this article — based on Peirce's Semiotic Theory and on Halliday's Systemic-Functional Linguistics and Social Semiotics, aims to present a didactic model for working with multisemiotic analysis in basic education. It is argued, based on a proposal prepared on the methodological foundations of Pedagogy of Multiliteracies (NLG, 1996; COPE; KALANTZIS, 2009) and in the postulates of the Grammar of Visual Design (KRESS; VAN LEUWEEN, 2006 [1996]), that learning strategies developed through experimentation, conceptualization, analysis and application of knowledge related to representational, interactive and compositional systems can contribute to the global understanding of multimodal texts.