O lugar das imagens: uma análise da relação texto-imagem nas atividades de leitura do livro WAY TO GO 3

Abstract

In our contemporary society, we are exposed to multimodal texts daily (CHRISTIE, 2005). However, the interpretation of these texts requires more than the daily exposure to them. Learning to read and interpret non-verbal texts is as much necessary as learning to read verbal ones. A number of studies have been developed in order to foster the development of multimodal competence (NASCIMENTO; BEZERRA, 2011; ROYCE, 2007; HEBERLE, 2012) and multiliteracy practices (NEW LONDON GROUP, 1996). In this context, taking into account the increasing exposure of students to multimodal and multimedia texts, the National Curriculum Parameters (PCNs) and the Curriculum Guidelines for Secondary Education (OCEMs) recognize the importance of reading verbal and non-verbal texts for the formation of critical citizens. Therefore, it is necessary to reflect on the criteria for using images in textbooks adopted in public schools. Martinec and Salway (2005), inspired by the work of Roland Barthes (1977), created a classification for text-image relations in multimodal compositions, which can be either equal (independently or in complementarity) or unequal (image subordinate to verbal text, or vice-versa) in status. Based on this theory, the reading activities and exercises from the eight units of the book Way to Go 3, selected by PNLD 2015, were analyzed. In addition, the research data were discussed, focusing on the multiliteracy perspective and its relevance to foreign language teaching and learning. Overall results indicated the prevalence of verbal texts over non-verbal ones and few explicit references to work with images in reading activities.