Literatura e multiletramentos: aliando o verbal e o visual

Abstract

In the face of such a globalized world, which requires new patterns of behavior, in different situations of communication and use of language, to propose an education, specifically, in the teaching of literature committed to the practice of literary literacy in Portuguese language classes, intertwining in the light of the multiliteracy pedagogy, it is one of the great challenges of the elementary school teacher, final years. Thus, the present article aims to promote literary literacy from the perspective of multiliteracy pedagogy, seeking to highlight semiosis in the constitution of the text’s meaning. We adopted action-research as a methodology with a qualitative approach. As suggested activities, we used the basic sequence and the reading diary. For theoretical support, we used the concepts of Cosson (2018a, 2018b), Machado (2005), Buzzo (2003), Rojo and Moura (2012), Kress and Van Leeuwen (1996, 2006), among other authors. This work was applied to an elementary school class, final years, in a 7th grade classroom, in the Public Education Network of Fortaleza. In the process of literary reading, the semiotic resource enhanced the reframing of the literary text by the reader.