Construindo pontes: relato de experiência com o gênero fábula sob a perspectiva multimodal na aula de língua inglesa

Abstract

The present work aims at presenting and reflecting on a didactic sequence approaching the genre fable developed and implemented within a 9th grade group of students from an elementary school in the city of Bayeux-PB. In order to do so, we consider the guidelines for teaching foreign languages in the National Curriculum Parameters (BRASIL, 1998), as well as a teaching approach in a multimodal perspective. From a qualitative-interpretative methodological approach, this research is based on the didactic-pedagogical practice experienced by the author of the present work with the purpose of reflecting and contributing to the teaching of English from a multimodal perspective. For this work, theoretical contributions regarding the notions of textual genre (MARCUSCHI, 2008; ROJO e BARBOSA, 2015) and Multimodality (KRESS, 2010; DIONÍSIO, 2006) will support our study. The purpose of the proposed activities was to identify writing difficulties in English text production and to develop practices that would assist students in the rewriting process. In this way, we tried to investigate the contributions of the multimodal resources in the process of rewriting texts in English language. It was verified that the process of recreation is relevant to construct meaning of the text in English language and it was observed that multimodality is important in the development of the English language learning process.