Multimodality in reading practices of portuguese textbooks for high school
This work investigates the didactic treatment given to the phenomenon of multimodality in reading activities of the Ser Protagonista textbook collection, intended for high school. From the perspective of the Multiliteracies Pedagogy of the New London Group, adopted in Brazil by Rojo (2012), Kleiman...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Recursos: | Universidade Federal de Pernambuco (UFPE) |
| Repositorio: | Revista Investigações (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:oai.periodicos.ufpe.br:article/260406 |
| Acesso em linha: | https://periodicos.ufpe.br/revistas/INV/article/view/260406 |
| Access Level: | acceso abierto |
| Palavra-chave: | leitura livro didático de português multimodalidade reading portuguese textbook multimodality lectura libro didáctico de portugués multimodalidad |
| Resumo: | This work investigates the didactic treatment given to the phenomenon of multimodality in reading activities of the Ser Protagonista textbook collection, intended for high school. From the perspective of the Multiliteracies Pedagogy of the New London Group, adopted in Brazil by Rojo (2012), Kleiman (2014), Kalantzis, Cope and Pinheiro (2020), among others, the analysis examines how the proposals for reading activities address the integration of different semiosis. A limited treatment was found, revealing the primacy of verbal language over other semiosis. |
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