Uma abordagem multimodal de ensino de língua inglesa no contexto do Pibid lêtras-inglês

Abstract

New technologies have changed not only the form of communication, but also the way language is used (COPE and KALANTZIS, 2000 [2006]). Regardless of these changes, communication occurs through multimodal texts. As far as teaching is concerned, the multimodal approach may enable the perception of the semiotic resources present in the texts, so that the student can understand the use, function and meanings built by these resources. In light of these considerations and taking into account the context of the Programa Institucional de Bolsas de Iniciação à Docência – Letras-Inglês (PIBID/CAPES) of the Federal University of Paraíba, there comes the idea of teaching students of partner schools with a multimodal approach, since the use of different languages can and does tend to be increasingly present in the texts that circulate in society. Therefore, the general objective of this final research paper is to investigate in which ways a multimodal approach supported by the multimodality and teaching studies (Kress and van Leeuwen, 1996 [2006]), was implemented in the teaching of LE within the PIBID English-Letters of the UFPB and analize whether this choice of approach has contributed to the expansion of multilevel practices. For that, we analyzed the didactic resources with the objectives of i) identifying the semiotic resources present in the didactic resources used in the classroom; ii) explaining in the light of Grammar of Visual Design the sense effect produced from the organization and choice of the semiotic resources present in didactic resources; and iii) describing whether and how the use of the semiotic resources explored in the slides provides multiliteracy practices. It is concluded that the semiotic resources used in the slides were crucial for the multimodal approach to English teaching as they contributed to a pedagogy of multiliteracies, which defends an adequate linguistic education aimed at building students' linguistic, visual, gestural, spatial and multimodal senses.