A utilização da imagem visual na disciplina língua portuguesa no ensino médio

Abstract

The need to communicate has led humans to create and develop various forms of language and the image is one of them. Present from the beginning, the image is a sign that allows the construction and transmission of knowledge so common in a school environment. Thus, the objective was with this argumentative work, identify what types of visual images that are used in the discipline Portuguese Language in High School, followed by the following specific objectives: to determine the frequency that the visual image is used in the classroom by educator who teaches discipline Portuguese; analisr if the images used are those indicated by the Curriculum or Textbook; verify the receptivity image by learners; which define the purpose of the educator to make use of the visual image; verify that the visual image is to be construed or used in any content indicated by the discipline Portuguese Language Curriculum approach. To develop the research, it was used as a qualitative methodology, the practice of a semi-structured questionnaire administered to a number of six (6) employees to discipline teachers who teach English Language in high school series. The teacher specified amount corresponds to three (3) state schools in the city of Alliance / PE, our field of study. The results were analyzed, with the theoretical foundation authors as Lucia Santaella (2005, 2007, 2008) and Martine Joly (1996) as references above image, Ferdinand de Saussure (2006) which deals with semiotics, Charles Sanders Peirce (1978) which presents American semiotic Schnaiderman and Boris (2010) which outlines a discussion about Russian semiotics. It was observed in the inferred responses, the types of images used in the discipline Portuguese Language in Secondary Education are appointed by the Textbook and the Portuguese Curriculum for Secondary Education (2012), among other sources, such as web sites. The use of the image is more tool in a content approach, than to be the content itself.