Leitura de imagens no contexto do livro didático

Abstract

Our analysis is based on the premise that, nowadays, the social demands of reading and writing have demanded increasingly advanced literacy skills from subjects. Citizens (students) are increasingly exposed to reading texts that are rich in visual, verbal and sound elements in their composition. An understanding of how to read and understand these texts is needed. Our research has multimodal literacy as its object of study, whose objective was to analyze the perceptions of teachers in the early years of elementary school at the Municipal School of Infant and Elementary Teaching Professor Geraldo Costa located in the municipality of Alagoa GrandePB.In our work, we analyze the multimodal texts that are part of the Didactic Book in the development of Multimodal Critical Literacy in a specific way, seeking to understand how students identify the ideologically naturalized discourse from verbimagery elements of this textual modality, where we also seek to analyze how they deconstruct asymmetric power relations represented in them. It is concluded that the insertion of multimodality in the school context, mainly in the Textbook, enables the development of Critical Multimodal Literacy in students.