A Coerência Interativa em cena na análise de textos multissemióticos: uma perspectiva para a sala de aula

Abstract

This paper aims to search a reader’s analysis and text comprehension of multisemiotic of different genres, among the four areas of action suggested to 9th grade elementary school students, by the National Common Curricular Base (BNCC), considering text interactive coherence in a multisemiotic perspective. Such analysis and comprehension based on Sociodiscursive Interactionism (SID), theoretical support, making use, likewise, of a critical reading comprehension, of Visual Design Grammar theory (VDG), as well as the reading interactive model and of the freirean teaching methodology from the Generator Theme, in order to promote a reflexion about life daily facts and also about the behavior of discursive worlds. Once proposed in an enunciative mechanism study, the linguistic-discursive forms responsible for the interactive coherence in the text are evaluated. Thus, the study of voices and modalizations proposes the analysis of which instances are pronounced in the text, assuming what is statement, and the observation of how the opinions, ideas, judgments and feelings are attributed to agents, fostering a critical reading. To support the reflections made throughout this paper, it is taken, as central argument, the studies of Bronckart (2009, 2012), supporting the analysis of texts; the social interactional and dialogic theory: the theory of Vygotsky (1934) and Bakhtin (2003); studies of Visual Design Grammar (VDG), by Kress and van Leeuwen (2006); studies on multiliteracies by Rojo and Moura (2019) and Ribeiro (2021); the interactive reading model proposed by Leurquin (2014); the methodology of teaching by Theme Generator, by analyses were carried out, in their voice and modality management, followed by the production of a pedagogical notebook containing activities of reading and textual comprehension of multisemiotic texts, proposed to a 9th grade elementary state public school education class located in the district of Paulo Freire (2021). Based on this research, enunciative controls of the texture of multisemiotic texts of Vicente Pinzõn/CE. This is, therefore, a bibliographic study – propositional that intends to promote the student’s critical reading understanding and consequently a better critical and human development.