Textos multissemióticos e novas habilidades de leitura: contribuições para a formação docente

Abstract

The new configurations of social practices expanded the proposals for language teaching, as well as imputed new demands for the teacher training process. The interactions resulting from the use of different technologies have required a re-signification of the modes of reception, circulation and production of texts, since different semioses are mobilized for the processes of sense production. In this direction, the discussion proposed here is established. Thus, two questions guide this study: 1) Considering that the teaching of reading is envisaged within the scope of skills, what are the displacements arising from the increasingly recurrent circulation of multisemiotic texts? 2) What are the demands that these new configurations of texts in their multiple la nguages bring to the training of teachers of Portuguese language? In this sense, the present work aims to present a proposal of a matrix of abilities for the reading of multisemiotic texts, destined to professors of High School. To develop the work, two types of research were developed: a theoretical research, which bases the discussion on the theoretical field in which this research is inserted, on the reading skills and on the teaching of the reading of multisemiotic texts. A proposal was also made for reading activities of multisemiotic texts, articulating each proposition to a skill, based on theories studied. Thus, the criteria chosen for analysis were derived from the proposal from the Visual Design Grammar (Kress and Van Leeuwen, 2006). The elaborated activities were effective in contemplating the several multisemiotic capacities that were basic for analysis.