A autoria multimodal no gênero reconto de crianças na educação infantil de João Pessoa-PB, em diferentes contextos

Abstract

The importance of children's education in early childhood education is increasingly recognized. The development of the child as a subject is directly linked to language, so the insertion of the child in oral genres requires special care. In view of this, the objective of this research was to observe multimodal authorship in the recount genre in early childhood education students in João Pessoa/PB, in different contexts. Theoretically, we used the studies of Calil (2009) on authorship in children's writing; the multimodal envelope of Ávila-Nóbrega (2010); the research on genres, by Dolz and Schneuwly (2004); in addition to these, we sought contributions from Chacon (2022); Kendon (1982), McNeill (1985) and Cavalcante (2019) and theses that somehow addressed this theme such as Brandão (2015), Escarião (2019), Melo (2015), Melo (2023), Almeida (2018). Methodologically, we collected data, for two months, from two children, aged between 4 and 5 years, from a public school and another from a private school. The material chosen for the retelling were two children's stories: "O grande rabanete", by Tatiana Belinky and "A bruxinha atrapalhada", by Eva Furnari. All the material collected was transcribed in ELAN, which is a professional tool for manually transcribing audio or video recordings. In these data we found marks of multimodal authorship of children, since the children, at various times, made gestures and created a new storyline to narrate what they saw and heard previously. The results showed marks that show multimodal authorship in the retellings of the two children.