A multimodalidade na poesia e na fotografia: imagens das periferias urbana e rural ichuenses como estratégia de ensino e aprendizagem nas aulas de língua portuguesa

Abstract

This paper shows the results of an intervention research with multimodal texts poetry and photograph which has been done with a class of 7th grade studentsfundamental, in a public school at Ichu-Ba to develop the students protagonism. The main goal of this study is to propose of a didactic sequence in the Portuguese classes to develop and improve the reading skills of the students through activities which allowed them the interrelation between the genres poetry and photograph making possible for them to be their own learning protagonists. Furthermore, that proposal also had as an objective to show how the students learning happened through multimodal texts which reflected a local identity and helped them to produce coherent and concise poetries and photographs. It is an applied research in which was used as collect data two survey questionnaires, a didactic application, the reasercher’s board diary and the students’ productions. The research presented here is essentially substantiated in the Social Semiotic Theory with the Kress and Van Leeuween studies (1996; 2001) and in the conceptions of multimodalities of Kress (2003) and Dionísio (2005; 2008). The research was also supported by Freire (1988), Bakhtin (2006), Kleiman (2002; 2004) and Orlandi’s (2000) contributions and official documents which discoursed about reading as a process of interaction. Other theoretical contributions that substantiated this dissertation were the visual literacy concepts given by Messaris and Moriarty (2005) and Stokes (2002), the considerations about literature by Jouve (2012) and the studies about photograph by Barthes (1984), Fluser (2011) and Mauad (2004; 2008). In the intervention it was gradually applied an activity book that was developed specifically for that research. The students produced poems and photographs that were released in an exhibition at the school community. At the end of the application it could be seen that the students’ protagonism from the reading and poetry and photograph multimodal texts’ interpretation process, is an enriching activity for enabling criticality and creativity development among students at the Portuguese classes. The conclusions showed that the method used - in which allied the interaction, collaboration and respect for the subjects identities – achieved useful results and because of that can be applied again.