Lexicografia pedagógica e multimodalidade: análise de verbetes ilustrados de um dicionário infantil da língua portuguesa

Abstract

According to the Pedagogical Lexicography (WELKER, 2008; PONTES, 2009; DURAN, 2008), dictionaries should be produced according to the learning needs of the target audience. Moreover, based on the ideas of Multimodality (KRESS, 2015; JEWITT, 2014), we understand that several semiotic modes can be organized to form a greater framework of meaning, thus we realize that illustrated entries are examples of this. The present study aims to analyze illustrated entries, based on the metafunctions described by The Grammar of Visual Design (KRESS; VAN LEEUWEN, 2006). For this, we selected as the object of study the work Aurelinho: Children’s Illustrated Dictionary of the Portuguese Language (2008), from which we selected 22 illustrated entries from the section of the letter C, whose theme was the animal kingdom. The illustrated entries were categorized into three distinct groups, according to their compositional features related to framing and modality. The analyzes pointed to a certain pattern in the entries compositional and representational structures, as well as they pointed to coherence between the verbal and visual modes. Nevertheless, we noticed some exceptions to these patterns especially for the entries “cachorro” (dog), “coruja” (owl) and “cavalo” (horse). From this study, we understand the relevance of Multimodality to the Pedagogic Lexicography, in what concerns the process of meaning-making. By this way, we believe that other studies about Multimodality and Pedagogical Lexicography in the future will be promising.