Estratégias de referenciação em infográficos: contribuições da imagem para a construção da referência e progressão textual

Abstract

The infographic is a multimodal textual genre that gains expression in large-scale assessments of basic education such as PISA and ENEM. However, we have found little participation in this genre in the school sphere, especially in didactic materials, which indicates a gap in the treatment of this genre in school. Another indication of low familiarity of elementary school students with infographic is the low hit rate - as pointed out by PISA, for example - in questions that involve it. Having as guiding the presuppositions of the Referencing theory, we took into account the formulation of a didactic proposal as a task for a multimodal gender approach in elementary school classes. For this purpose, guided by Mondada and Dubois (2014), Cavalcante and Brito (2015; 2016), Cavalcante, Custódio Filho and Brito (2014), Koch and Elias (2016), Kress and van Leeuwen (1997) we have investigated the strategies of referential construction and thematic progression mobilized by the infographic focusing on its imagetic modality, in order to verify whether there are regularities that can support this proposal. For the analysis of the infographic as a textual genre, we have allied to the linguistic studies of textual genre (BAKTHIN, 1997), (BAZERMAN, 2009; 2011), (PAIVA, 2008, 2011) studies in the Social Communication Area (TEIXEIRA, 2010), (SOJO, 2002) which pointed out a typology applicable to teaching. The multimodal aspects of the infographic were verified by the association of the Referencing and The grammar of visual design presuppositions (KRESS E VAN LEUWEEN, 1996), as pointed out by Cavalcante and Brito (2015; 2016), Cavalcante, Custódio Filho and Brito (2014), Oliveira-Nascimento (2014). It is a mixed research, since it has mapped the occurrence of infographic in the L.P. textbooks of the elementary school, as well as indicating a possible categorization, as well as described and interpreted the strategies mobilized by the texts. The sample was consisted of 15 infographics collected from Portuguese textbooks collections approved by PNLD – 2017 and 3 questions from PISA exam. Among the verified regularities, (1) we have pointed out fundamental prototypical constituents for the establishment of the coherence in the infographic, (2) we have described the strategies mobilized by the genre because of its multimodality, (3) we have described the meta-strategies that the statements related to infographics in L.D. can guide and (4) we have verified the most present typology in textbooks of the Portuguese discipline of the teaching. From these elements, we have elaborated a sequence of activities focusing the application in fundamental classes, oriented by Bloom Taxonomy (1956), Furthermore, we have suggested further research with the purpose of expanding the perspectives of multimodal texts analysis by the Referencing presuppositions and to train the teacher of elementary education for didactic treatment of this genre.