Banca de DEFESA: ISABEL LOPES FONSECA FERREIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ISABEL LOPES FONSECA FERREIRA
DATE: 26/03/2024
TIME: 09:00
LOCAL: Campus Arapiraca
TITLE:

Multimodality in children's literature: analysis of PNLD PNAIC books in the light of the Grammar of Visual Design.

KEY WORDS:

Literacy and Literacy; Multimodal reading; Initial year of Elementary School.

PAGES: 121
BIG AREA: Outra
AREA: Multidisciplinar
SUMMARY:

The early years of Elementary School are permeated (or should they be?) by a diversity of texts and carriers of multimodal texts that need to be explored to their potential. Understanding literacy and literacy as a process that involves many facets, we see in literature books It has the potential to contribute to this process, so that it is not only a carrier of verbal and visual texts, but is a cultural product, with languages that need to be identified and understood in In other words, we identified as a problem that the practices of literacy teachers still remain as an intuitive practice in the exploration of multimodal resources as is the specific case of the use of children's literature books. This use could be more qualified from the study of multimodal practices. their totality, without overvaluing one language to the detriment of others. However, we observed that most teachers who teach literacy do not appropriate this knowledge. In this sense, we defined as a research question: What are the multimodal resources present in the children's literature books of the PNLD Pnaic collection and how can this construction impact on literacy and literacy? In the search for answers, we carried out documentary research, with a qualitative approach, with the general objective of analyzing the multimodal characteristics present in children's literature books intended for the literacy cycle, do Programa Nacional do Livro Didático Pnaic. E como objetivos específicos desta pesquisa, buscamos: (1) Investigar a intencionalidade do uso de diferentes recursos tipográficos (2) Compreender a inter-relação das linguagens que compõem os livros de literatura infantil da amostra; (3) Identificar as dimensões da Gramática do Design Visual (GDV) de Kress e Van Leeuwen (2006) nas obras. The results indicate that in the use of different typographic resources there is the intention of emphasizing the feelings of characters, or emphasizing the name of an object, or the speech of characters, among other purposes. With regard to the verbal-visual interrelations employed, we understand that there is an evolution between the years of schooling: in the books of the first year the most present relationship is of repetition, while in the books of the second and third years the most evident relationship is of combination between images and verbal texts. Regarding the presence of the representational, interactive and compositional dimensions of GDV in the works, we observed the predominance of narrative images, offer images and elements related to the "value of information" following the assumptions defined by these authors. All this highlights the potential of the works for the development of literacy and literacy. Therefore, the perception and exploration of the multimodality that constitutes children's literature books can be a way to consolidate children's literacy and literacy. Certainly, it is not the only way, but it is a pedagogical resource that strongly corroborates the development of learning of children in the early years of Elementary School.

COMMITTEE MEMBERS:
Interno(a) - 3060149 - ANA PAULA SOLINO BASTOS
Externo(a) à Instituição - JUSCELINO FRANCISCO DO NASCIMENTO - UFPI
Presidente - 1348700 - TEREZA CRISTINA CAVALCANTI DE ALBUQUERQUE