A multimodalidade no eixo da leitura da BNCC para as séries finais do ensino fundamental

Abstract

One of the challenges, not only contemporary, but also for many years, for all Basic Education, concerning the teaching of Portuguese Language (LP), is to contribute to the development of students' communicative competence so that they can actively participate in social practices. of reading. These practices involve mastering new forms of language organization – verbal or non-verbal. Even the spoken and written language being the basis of our communication, in today's society, the presence of multimodal texts is visibly perceived and their use is constantly required, making, therefore, part of our daily lives, motivating their understanding, in order to that we are a proficient, autonomous and critical reader. In order to contemplate this need in our pedagogical practices, we will approach, in this dissertation, the conceptions of language, language, text and reading inherent to the proposal of the National Common Curricular Base (BNCC) for the teaching of reading from the 6th to the 9th year of Elementary School; we will demonstrate which conceptions of language, language, text and reading support the BNCC in the teaching of reading from the 6th to the 9th year of Elementary School; and we will point out the treatment destined, by the BNCC, to the practices of reading multimodal texts for the final years - 6th to 9th - of Elementary School. Given that the school is bequeathed the responsibility to provide a teaching capable of developing skills in students, considering this contemporary context, whose multimodal texts are often present in the areas of human activities, and that this teaching is currently regulated by the BNCC, we seek to to verify how multimodality is contemplated in the Reading Axis from the 6th to the 9th year of Elementary School, as well as the conceptions of language, language, text and reading, which underlie the proposals for the teaching of reading in this axis and school segment, in order to contribute to the active participation of students in social reading practices. The main theoretical subsidies are the concepts of multimodality, multiliteracies, language, language, text and reading, fields of activity, BNCC. For this work, we make use of the contributions of Kress and van Leeuwen (2006 [1996]) and Dionisio (2006) in the concepts of multimodality; Geraldi (1997), in the characterization of language(language); Goodman (1976), Kato (1993 [1986]), Leffa (1999), Kleiman (2000) and Menegassi (2010) in the approach of reading, text and language, among others. The methodology used is characterized as qualitative and exploratory, through a documentary research. The corpus of analysis was taken from the BNCC of LP, Ensino Fundamental – Anos Finalis, whose research focus focuses on the Reading axis. The results of the investigations point to the presence of several conceptions of language, language and reading, with a predominance of the enunciative-discursive and made us perceive a conception beyond the one assumed by the BNCC, the multimodal and multiliterate conception. We verified that the Base expects students to participate in the social practices of reading as protagonists of the process and, for that, it frequently approaches multimodal texts that participate in the contemporary context of our learners, in a sense of approximation of the practices of social use of language to the school environment, giving meaning to teaching reading at school.