Multimodalidade e letramento visual: análises de composições multimodais instrucionais no material didático para EAD

Abstract

Didactic Materials (DM) increasingly present a variety of ways to represent texts, verbal and nonverbal. The influence of the incorporation of the computer in the production and reading of the texts made it possible to integrate a variety of ways that were not clearly observed when reading exclusively on paper. With the change in this perspective the concern of this research is related to the way we are reading and analyzing multimodal texts in teaching materials of EAD. Thus, based on the principle that all texts are multimodals (KRESS, VAN LEEUWEN, 2006; KRESS, 2019; CALLOW, 2012), we ask the following research question: 1) how the multimodality is being explored in the production of didactic material of Letras graduation‘s of the distance course and what is the relationship between verbal text and materialized image in these materials ?; 2) did the team of elaboration of the analyzed materials possess theoretical knowledge about multimodality and its importance in the production of instructional texts? and 3) the multidisciplinary team of elaboration materials from the NEAD/UESPI Spanish Literature course conscientiously explores the potential of multimodality when relating image and verbal text. As theoretical references we use Kress and van Leeuwen (2006); Kress (2010); Lemke (2010); Gomes (2019); Callow (2012), Almeida (2013), Pinheiro (2016); Barbosa (2017); Barthes (1977, [1982]1986); Tomlinson e Masuhara (2005), Lucas (2016), Leffa (2017), Bento (2017) and others. The methodology of this research is based on the qualitative approach and the method of case study. For this, we identified seventy eight IMCs (Instructional Multimodal Compositions) present in the didactic material of the discipline of Didactics of the Spanish Language of the course of Spanish Literature of NEAD/UESPI and we classified it according with the text and image relations of Barthes (1977, [1982] 1986). Then, we analyzed the responses of the five volunteers who composed the multidisciplinary team to elaborate the material to verify that theoretical and practical assumptions influenced their productions. This analyzes have shown that multimodality is being explored in a secondary way, because the verbal is the center of the readings. Of the seventy-eight CMIs analyzed, seventy-five focus on verbal reading. This leads to a small concern of the production team of DM with the institutional character of multimodal texts, especially considering the context of EAD, in which the use of digital technologies theoretically favors the dissemination of the use of multimodal texts.