Leitura de textos multimodais em grupos de aprendizagem cooperativa: análise do processo de ensino e aprendizagem de metalinguagem em sala de aula

Abstract

In the context of language studies, the theory of multimodality, which we take as a basis, is concerned with how these meanings are distributed. In this field of study, the Grammar of Visual Design (GDV), proposed by Kress and van Leeuwen (2006), is a multimodal text analysis tool, focused on visual syntax patterns that govern visual texts. In the educational context, many theorists highlighted the importance of cooperation for learning, such as Piaget (1967), Vygotsky (1989) and Freire (2021). Thus, we visualize the theory and methodology of Cooperative Learning (CL) proposed by Johnson and Johnson (1989), our theoretical assumption, as a teaching strategy conducted by the teacher, which focuses on mutual learning of students. This research aims to analyze the teaching and learning process of a metalanguage in cooperative learning classes in Portuguese, in order to describe and interpret the strategies and dynamics used by students and teachers. In addition, we study the impacts of collectively learning this metalanguage. Of an applied nature, this research is characterized by its qualitati ve approach, through a content analysis, according to Bardin (2011). Regarding the objectives, this is an explanatory-descriptive research. In addition, we conducted an experiment in the classroom in which we adopted action research, based on Tripp (2005) and Moita-Lopes (1996). After analyzing the data obtained in the experiment, we found that personal responsibility, combined with positive interdependence, plays a fundamental role in the construction of meanings in the reading of multimodal texts in groups, resulting in valuable benefits for student development. Moreover, it was evident that the positive interpendance favored an effective and singular promotive interaction in the construction of collective reading, which was verified in the discourse of the participants. In short, the results demonstrated the relevance of the group study for the learning of a specific metalanguage, because, when using the cooperative learning methodology in the classroom, teaching practice that such pedagogical parameters contribute to the critical multimodal learning of the participants.