A influência de textos multissemióticos no processo de ensino-aprendizagem do ensino fundamental nos anos finais

Abstract

This research sought to address the growing importance of multi-semiotic texts in the contemporary educational context. With the evolution of teaching practices and the diversification of teaching materials, students must be prepared to interpret and produce texts that integrate different modes of communication, including visual, vocal, and auditory resources. This skill is essential for the formation of critical and creative students, capable of interacting with an increasingly multimodal world. The main objective of the research is to analyze the impact of multi-semiotic texts on the cognitive development of elementary school students, using a bibliographical approach. The analysis is structured in three chapters: the first chapter explores the general principles of multi-semiotic texts, defining their characteristics and relevance in the teaching-learning process. The second chapter examines teaching strategies that incorporate these texts, presenting practical cases and teaching materials that demonstrate their application in the classroom. Finally, the third chapter discusses the main difficulties faced by educators when using multi-semiotic texts and the advantages that these resources can offer to the educational process. The research concludes that the implementation of multi-semiotic texts in pedagogical practices not only enriches learning, but also expands the possibilities for students to understand and intervene in relation to school content. Thus, the work highlights the need for ongoing training for educators, aiming at the effective use of these resources in the school environment, contributing to a more dynamic and integrated teaching.