Da decodificação à produção de sentido: o trabalho pedagógico do ensino da leitura na roupagem da multimodalidade discursiva e dos multiletramentos

Abstract

This work aims to reflect on the relevance of the effectiveness of a didactic work of reading teaching anchored in the perspective of multimodality discursive and multiliteracies. As a result, we analyzed six exemplars of multimodal genres (Cartoon, Memes and Comic strips), aiming to identify the multimodal marks that contribute, to the effectiveness of the process of attribution of meaning.For accomplishment of this work, we resorted to literature revision with focus in the references of the Applied Linguistics, of the Text Linguistics, of the Psycholinguistics and of the Pedagogy. We also we resorted to analysis of multimodal genres from the Intelligent Humor Group (Facebook). The results demonstrate that the analyzed discursive genres materialize different multimodal traits, such as: colors, facial expressions, forms, formats, positions, textures, typographies etc. These traits appear intertwined with the written modality of language (letters, words and phrases). This corroborates for the construction of information materialized by such discursive genres, as well as for the process of attribution of meaning by the reader. From the multimodal genres, the process of producing meaning is something derived not only from the alphabetical code of writing. In this sense, we defend the need for an educational process aimed at training competent and proficient readers, that can process the different examples of discursive genres materialized in daily routines.