Análise da seção de leitura da série Top notch sob uma perspectiva multimodal
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/9900 |
Resumo: | The presence and relevance of images in discursive genres of contemporary communication has led to concerns about the formation of visually literate readers. Among the multimodal genres, we foreground the textbook for English learning (LDI), which is typically rich in terms of images. However, the activities suggested in such materials rarely point to the visual language exploration (GRAY, 2010). Thus, in this study, the reading sessions of the Top Notch English textbook series are analyzed, together with the methodological instructions of the Teacher‟s guide, aiming to verify to what extent the reading of the images of the discursive genres is explored and the nature of this reading. A context of genre consumption analysis was carried out in the Brazilian Military School System (SCMB). Within the theoretical framework of Critical Genre Analysis (MOTTA-ROTH, 2008) and using the Grammar of Visual Design (KRESS, van LEEUWEN, 2006) as lexical-grammatical reference, all the ten reading sessions of intermediate level Top Notch textbook were analyzed. These reading sessions are composed of semiotic complexes assembled with verbal written language and images. The analysis showed that 32.8% of the reading activities are offered to be approached multimodally through LDI and Teacher‟s guide instructions and also that 67% of the images of the reading sessions are activated for visual reading, what points to the role of the image as a meaning carrier, not as an illustration. There was a predominance of representational meanings (71%) explored in the multimodal reading activities, majorly placed in the pre reading stage, as a way to prepare for the verbal reading. However, the reading activities of corpus do not promote multimodal critical literacy, once they do not stimulate on the student readers the development of critical consciousness, one which unveils the power relations that occur via the genre and also the relationship between the text and the context where it takes place. In the multiliteracies perspective, we hope to contribute for the development of a broader reading towards the comprehension of represented meanings, not only in written verbal language, but also in the images of multimodal texts. |
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2014-10-162014-10-162014-03-12MACHADO JUNIOR, José Ferreira. Analysis of the Top notch reading session in a multimodal perspective. 2014. 134 f. Dissertação (Mestrado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2014.http://repositorio.ufsm.br/handle/1/9900The presence and relevance of images in discursive genres of contemporary communication has led to concerns about the formation of visually literate readers. Among the multimodal genres, we foreground the textbook for English learning (LDI), which is typically rich in terms of images. However, the activities suggested in such materials rarely point to the visual language exploration (GRAY, 2010). Thus, in this study, the reading sessions of the Top Notch English textbook series are analyzed, together with the methodological instructions of the Teacher‟s guide, aiming to verify to what extent the reading of the images of the discursive genres is explored and the nature of this reading. A context of genre consumption analysis was carried out in the Brazilian Military School System (SCMB). Within the theoretical framework of Critical Genre Analysis (MOTTA-ROTH, 2008) and using the Grammar of Visual Design (KRESS, van LEEUWEN, 2006) as lexical-grammatical reference, all the ten reading sessions of intermediate level Top Notch textbook were analyzed. These reading sessions are composed of semiotic complexes assembled with verbal written language and images. The analysis showed that 32.8% of the reading activities are offered to be approached multimodally through LDI and Teacher‟s guide instructions and also that 67% of the images of the reading sessions are activated for visual reading, what points to the role of the image as a meaning carrier, not as an illustration. There was a predominance of representational meanings (71%) explored in the multimodal reading activities, majorly placed in the pre reading stage, as a way to prepare for the verbal reading. However, the reading activities of corpus do not promote multimodal critical literacy, once they do not stimulate on the student readers the development of critical consciousness, one which unveils the power relations that occur via the genre and also the relationship between the text and the context where it takes place. In the multiliteracies perspective, we hope to contribute for the development of a broader reading towards the comprehension of represented meanings, not only in written verbal language, but also in the images of multimodal texts.A presença e relevância de imagens em gêneros discursivos da comunicação contemporânea têm gerado uma preocupação crescente com a formação de leitores visualmente letrados. Dentre os gêneros multimodais destaca-se o livro didático para o ensino da língua inglesa (LDI), tipicamente rico em imagens. Entretanto, as atividades propostas nesses materiais raramente remetem à exploração da linguagem visual (GRAY, 2010). Em vista disso, neste trabalho são analisadas as seções de leitura da série de livros didáticos Top Notch, conjuntamente com as instruções metodológicas do Manual do professor com o objetivo de verificar em que medida a leitura de imagens dos gêneros discursivos apresentados é explorada e qual a natureza dessa leitura. Foi realizada uma análise do contexto de consumo do LDI o Sistema Colégio Militar do Brasil (SCMB). Dentro do enquadramento teórico da Análise Crítica de Gênero (MOTTA-ROTH, 2008) e tendo como base analítica léxico-gramatical a Gramática do Design Visual (KRESS, van LEEUWEN, 2006), foram analisadas todas as dez seções de leitura que constituem o Top Notch intermediário, as quais formam complexos semióticos, compostos de linguagem verbal escrita e de imagens. A análise revelou que 32,8% das atividades de leitura são oferecidas para serem abordadas multimodalmente por meio de instruções no LDI e no Manual do professor e que 67% das imagens das seções de leitura são acionadas para a leitura visual, o que aponta para o papel da imagem como portadora de significado e não como ilustração. Houve uma predominância dos significados representacionais (71%) explorados nas atividades de leitura multimodal, majoritariamente na etapa de pré-leitura, como forma de preparação para a leitura verbal. Entretanto, as atividades de leitura do corpus não promovem o letramento crítico multimodal por não estimularem nos alunos leitores o desenvolvimento de uma consciência crítica, que desvele as relações de poder que ocorrem por meio do gênero e a relação entre o texto e o contexto no qual ocorre. Na perspectiva dos multiletramentos, espera-se contribuir para o desenvolvimento da leitura mais ampla no sentido da compreensão dos significados representados não só na linguagem verbal escrita, mas também nas imagens em textos multimodais.Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em LetrasUFSMBRLetrasLivro didático de inglêsLetramento crítico multimodalAnálise do discurso multimodalMultiletramentosEnglish textbookMultimodal critical literacyMultimodal discourse analysisMultiliteraciesCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASAnálise da seção de leitura da série Top notch sob uma perspectiva multimodalAnalysis of the Top notch reading session in a multimodal perspectiveinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisHendges, Graciela Rabuskehttp://lattes.cnpq.br/9058747002590961Souza, Maria Medianeira dehttp://lattes.cnpq.br/5875520624340562Ticks, Luciane Kirchhofhttp://lattes.cnpq.br/7272164343733019http://lattes.cnpq.br/6199475090378783Machado Junior, José Ferreira80020000000140050030030050066f29a86-3262-4de1-8cd5-ee3ae0cb97574e44ef59-2f63-4158-a2f1-6fec2c432ad42064f542-05fc-4f5d-b212-95608c60332f07f48433-edcb-45e4-914e-9b94a84e5e97info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALMACHADO JUNIOR, JOSE FERREIRA.pdfapplication/pdf6476853http://repositorio.ufsm.br/bitstream/1/9900/1/MACHADO%20JUNIOR%2c%20JOSE%20FERREIRA.pdf867730af711c377ee96f369249a88e3aMD51TEXTMACHADO JUNIOR, JOSE FERREIRA.pdf.txtMACHADO JUNIOR, JOSE FERREIRA.pdf.txtExtracted texttext/plain223047http://repositorio.ufsm.br/bitstream/1/9900/2/MACHADO%20JUNIOR%2c%20JOSE%20FERREIRA.pdf.txt029868627677a85a96e4dd6d1017e76bMD52THUMBNAILMACHADO JUNIOR, JOSE FERREIRA.pdf.jpgMACHADO JUNIOR, JOSE FERREIRA.pdf.jpgIM Thumbnailimage/jpeg5619http://repositorio.ufsm.br/bitstream/1/9900/3/MACHADO%20JUNIOR%2c%20JOSE%20FERREIRA.pdf.jpgc21cd2e7d9fc69353bb5af29a2b68ed8MD531/99002023-06-06 16:13:44.149oai:repositorio.ufsm.br:1/9900Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2023-06-06T19:13:44Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Análise da seção de leitura da série Top notch sob uma perspectiva multimodal |
dc.title.alternative.eng.fl_str_mv |
Analysis of the Top notch reading session in a multimodal perspective |
title |
Análise da seção de leitura da série Top notch sob uma perspectiva multimodal |
spellingShingle |
Análise da seção de leitura da série Top notch sob uma perspectiva multimodal Machado Junior, José Ferreira Livro didático de inglês Letramento crítico multimodal Análise do discurso multimodal Multiletramentos English textbook Multimodal critical literacy Multimodal discourse analysis Multiliteracies CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Análise da seção de leitura da série Top notch sob uma perspectiva multimodal |
title_full |
Análise da seção de leitura da série Top notch sob uma perspectiva multimodal |
title_fullStr |
Análise da seção de leitura da série Top notch sob uma perspectiva multimodal |
title_full_unstemmed |
Análise da seção de leitura da série Top notch sob uma perspectiva multimodal |
title_sort |
Análise da seção de leitura da série Top notch sob uma perspectiva multimodal |
author |
Machado Junior, José Ferreira |
author_facet |
Machado Junior, José Ferreira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Hendges, Graciela Rabuske |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9058747002590961 |
dc.contributor.referee1.fl_str_mv |
Souza, Maria Medianeira de |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/5875520624340562 |
dc.contributor.referee2.fl_str_mv |
Ticks, Luciane Kirchhof |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/7272164343733019 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6199475090378783 |
dc.contributor.author.fl_str_mv |
Machado Junior, José Ferreira |
contributor_str_mv |
Hendges, Graciela Rabuske Souza, Maria Medianeira de Ticks, Luciane Kirchhof |
dc.subject.por.fl_str_mv |
Livro didático de inglês Letramento crítico multimodal Análise do discurso multimodal Multiletramentos |
topic |
Livro didático de inglês Letramento crítico multimodal Análise do discurso multimodal Multiletramentos English textbook Multimodal critical literacy Multimodal discourse analysis Multiliteracies CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
English textbook Multimodal critical literacy Multimodal discourse analysis Multiliteracies |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
The presence and relevance of images in discursive genres of contemporary communication has led to concerns about the formation of visually literate readers. Among the multimodal genres, we foreground the textbook for English learning (LDI), which is typically rich in terms of images. However, the activities suggested in such materials rarely point to the visual language exploration (GRAY, 2010). Thus, in this study, the reading sessions of the Top Notch English textbook series are analyzed, together with the methodological instructions of the Teacher‟s guide, aiming to verify to what extent the reading of the images of the discursive genres is explored and the nature of this reading. A context of genre consumption analysis was carried out in the Brazilian Military School System (SCMB). Within the theoretical framework of Critical Genre Analysis (MOTTA-ROTH, 2008) and using the Grammar of Visual Design (KRESS, van LEEUWEN, 2006) as lexical-grammatical reference, all the ten reading sessions of intermediate level Top Notch textbook were analyzed. These reading sessions are composed of semiotic complexes assembled with verbal written language and images. The analysis showed that 32.8% of the reading activities are offered to be approached multimodally through LDI and Teacher‟s guide instructions and also that 67% of the images of the reading sessions are activated for visual reading, what points to the role of the image as a meaning carrier, not as an illustration. There was a predominance of representational meanings (71%) explored in the multimodal reading activities, majorly placed in the pre reading stage, as a way to prepare for the verbal reading. However, the reading activities of corpus do not promote multimodal critical literacy, once they do not stimulate on the student readers the development of critical consciousness, one which unveils the power relations that occur via the genre and also the relationship between the text and the context where it takes place. In the multiliteracies perspective, we hope to contribute for the development of a broader reading towards the comprehension of represented meanings, not only in written verbal language, but also in the images of multimodal texts. |
publishDate |
2014 |
dc.date.accessioned.fl_str_mv |
2014-10-16 |
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2014-10-16 |
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2014-03-12 |
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MACHADO JUNIOR, José Ferreira. Analysis of the Top notch reading session in a multimodal perspective. 2014. 134 f. Dissertação (Mestrado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2014. |
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http://repositorio.ufsm.br/handle/1/9900 |
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MACHADO JUNIOR, José Ferreira. Analysis of the Top notch reading session in a multimodal perspective. 2014. 134 f. Dissertação (Mestrado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2014. |
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