Uma proposta de análise do gênero videoanimação à luz dos pressupostos da base nacional comum curricular de língua portuguesa

Abstract

Contemporary society is the context in which the research presented was developed, with the proposal to carry out a theoretical discussion and systematize methodological proposals for the reading of multisemiotic texts, especially video animations, based on the references of the Base Nacional Comum Curricular- BNCC, initial and continuing teacher education. In this direction, this work chose as object of study the issue of reading skills listed in the curricular component Portuguese Language related to the video animation genre - a multisemiotic genre. how pedagogical objectives of the BNCC the Portuguese, in the video animation genre and as objectives it was intended: 1) to describe the structure of the BNCC and argue with the impacts of the proposal of works with digital genres, presents in their skills and abilities, in the teaching of Portuguese language; 2) contextualize a proposal for the pedagogy of multiliteracies and provide an opportunity for a discussion about it importance in the education of Portuguese-speaking teachers; 3) present an evolution of semiosis, relating them to technological advances and their leverage on the signification of texts; 4) analyze video animations and their potential as a digital genre to be developed in Portuguese language classes; 5) elaborated with a book of reading activities as materialized for the work with a proposal of reading capacity of the BNCC. From a qualitative approach, a documental, bibliographic and research was carried out with a systemic review in the literature-respondent, conceptualized and theoretical, with an exploratory theoretical proposal, integrating the BNCC, Pedagogy of Multiliteracies and teacher education. Therefore, this work covered three basic questions to support the proposed discussion: How does the insertion of the proposal of multiliteracies in the BNCC impact the teaching of the Portuguese language? How can the Pedagogy of Multiliteracies be inserted in the school routine and in the initial and continuing education of Portuguese language teachers? What potential do video animations have for classroom work, as a digital textual genre? From the results, some points deserve to be highlighted: the reading skills of multisemiotic texts proposed by the BNCC impacted the teaching of Portuguese, both in the new genres that will be worked in the classroom and in the education of the teacher for the development of this work; teacher education to work with the skills proposed by the BNCC must be based on the pedagogy of multiliteracies and on the knowledge of the various semiosis that make up the texts that circulate in the new supports; video animations assume considerable potential for pedagogical work, due to their thematic diversities and the richness of semiosis present in their constitution. The main result of this work is in the final product, a Pedagogical Notebook that is linked to theoretical research with the elaboration of a collection of questions based on Portuguese Language skills proposed by the BNCC, aimed at reading video animations, with a view to contributing to the teacher education process.