O trabalho com o gênero videoanimação em sala de aula: possibilidades de leitura

Abstract

Considering the multisemiotic nature of the texts that circulate in the information and communication society and the teacher's demand for working with these genders at school, the questions that guide this research are: a) Which didactic-methodological approaches can be used as a proposal for reading multisemiotic texts in the classroom? b) What are the epistemological-axiological perspectives that support the work with the video-animation genre in school contexts? Thinking about answering these questions, this paper aims to present theoretical and methodological strategies that enhance the process of producing meanings in the textual genre video-animation. In order to achieve the proposed objective, this work intends to present a reflection on the basic epistemological assumptions that can favor a theoretically oriented pedagogical practice and that are relevant to the proposal of reading activities of multisemiotic texts. To this end, questions related to the Pedagogy of Multiliteracies (ROJO, 2012), the Theory of Multimodality / Social Semiotics (DIONÍSIO, 2005; 2011; VIEIRA; SILVESTRE, 2015; KRESS; VAN LEEUWEN, 2006; LIMA E SANTOS, 2009; SANTOS; PIMENTA, 2014), the Grammar of Visual Design (KRESS; VAN LEEUWEN, 2006; SILVA, 2017), the reading of video animations (FERREIRA, 2017; FERREIRA; DIAS; VILLARTA-NEDER, 2019) and the Didactic Sequence (COSTA -HÜBES, 2008; 2009; DOLZ; SCHNEUWLY, 2004; ZABALA, 1998). In addition to theoretical research, the present work presents a proposal for a pedagogical notebook for the 7th year of Elementary School II, with a view to implementing an articulation between theory and practice. This research is justified by the fact that, in the context of a highly technological society, it is necessary that pedagogical practices consider the changes that are part of the daily lives of the subjects involved in the teaching and learning process, contemplating a reflection about the textualization mechanisms and the process of producing meanings in multisemiotic texts. From this study, it was possible to observe that discussions about working with multisemiotic genres are necessary, both in initial training and in continuing teacher education, aiming at a contextualized educational practice, through genres that effectively circulate in society. In addition, the production of the pedagogical notebook represented a possibility of systematizing sequenced activities that explore different linguistic, semiotic and discursive skills. Thus, considering the context of production of this research - field of teacher training - the elaboration of an educational product (pedagogical notebook) is limited to a proposal for interlocution between the University and basic education schools, since the material produced was idealized for teachers who work in Elementary School II. In this sense, it is expected that research, when linked to the availability of a pedagogical notebook, can assist in the process of initial or continuing teacher training, presenting possibilities for working with multisemiotic texts, especially video animation, and contribute to increase opportunities for deepening theoretical and methodological questions about reading and teaching.