Leitura e produção textual na educação básica : explorando habilidades múltiplas mediante gêneros multissemióticos

Abstract

The school plays a key role in promoting a pluralistic education, capable of preparing students to interact in an increasingly globalized society. However, despite curriculum guidelines emphasizing the importance of pedagogical practices that embrace multiliteracies and the diversity of textual genres, fragmented approaches still prevail in schools, often centered on normative writing and disconnected from students' social and cultural realities. Therefore, working with different multisemiotic genres in the classroom is primarily an opportunity to broaden students' worldview, enhancing their communicative skills. This research presents the results of a project conducted at a public school in Fortaleza, Ceará, involving 5th-grade elementary students. The main objective was to contribute to the critical reading development of basic education students through multisemiotic genres. A qualitative, action-research methodology was adopted. The activities were organized into five interconnected stages: (1) literature review; (2) development of pedagogical interventions; (3) implementation of workshops for the production of multisemiotic texts; (4) result analysis; and (5) organization of the data collected during the text creation process. Grounded in a socio-discursive interactionist approach, drawing on theorists such as Pêcheux (1988), Soares (2004), Orlandi (2012), among others, and aligned with official documents, specifically the Brazilian Common Core Curriculum (BNCC, 2018), this study aimed to foster students' reading development in an integrated manner. As a product of the research, a vlog was created to serve as a support material for teachers, assisting them in pedagogical practices involving multisemiotic texts. The findings demonstrate that the use of collaborative strategies is essential for promoting literacy and, consequently, developing students' competencies and establishing a more pluralistic, inclusive, and democratic education.