O gênero charge no livro didático de língua portuguesa: multimodalidade e diversidade cultural sob a perspectiva da pedagogia dos multiletramentos

Abstract

Nowadays, people are faced with the need to learn new ways of interpreting and understanding the different texts generated by the advancement of digital technologies and the widespread dissemination of information through the media. The interaction between words and images is becoming increasingly frequent, which makes it essential to study these multiple modalities of language, or semiosis, which have changed the traditional notion of text. The use of cartoons in teaching provides opportunities to develop broader and more critical reading skills, necessary to deal with the multiple forms of expression and meaning present in contemporary texts. That said, this study has the general objective of analyzing how a collection of Portuguese language textbooks approaches the cartoon genre in light of the principles of the pedagogy of Multiliteracies. In this sense, a basic research was conducted, with a qualitative, descriptive focus of a bibliographic and documentary nature and situated within the interpretivist paradigm. The theoretical contribution on multimodality and multiliteracies is anchored in Rojo (2012), Ribeiro (2003), Cazden et al. (2021), Kleiman (2007), Dionísio (2006). Regarding the studies of cartoons in teaching materials, with emphasis on Portuguese language textbooks, the following contribute: Oliveira (2015), Souza (1986), Miani (2012), Flôres (2002), Juski and Link (2004), Silva (2023). In line with the contemporary demands of education for cultural diversity and multimodality, we mobilize the following theoretical contributions in this work: Bakhtin (2003), Cazden et al. (2021), Ribeiro (2003), Link and Juski (2004), Rojo (2012), Kleiman (2007), Dionísio (2006), Marcuschi (2008), Brasil (2018), among others. The data were generated from the analysis of the didactic collection “Se liga na língua” (Se liga na língua), published by Editora Moderna, prepared by Wilton Ormundo and Cristiane Siniscalchi, covering the volumes from the 6th to the 9th grade. The data analysis allowed us to highlight the presence of cartoons in the volumes from the 7th to the 9th grade and gaps in the proposed activities, especially regarding the application of the Pedagogy of Multiliteracies. This highlights the importance of teachers not restricting themselves to the content provided by the textbook, but rather seeking alternatives to enrich the teaching-learning process.