Multimodalidade: análise do livro didático a partir da metafunção composicional

Abstract

The evolution of information and communication technology has led to profound changes in written language, making the use of multimodal texts necessary, now there are three types of text, verbal, oral and imagery text, because only verbal and oral text is not enough, since society lives in the visual era due to the advancement of technology and communication. Thus, the objective of this research is to understand the elements represented in the images and their relationship with visual literacy, and for this to be developed, we used the analysis of the compositional metafunction of the Grammar of Visual Design by Kress and van Leeuwen (2006) in English language textbooks. The theoretical framework adopted in this research focuses on authors who discuss Multimodality, Multiliteracy, Social Semiotics, Visual Design Grammar, visual literacy, textbooks and BNCC, such as: Kress and Van Leeuwen (2006), Bezemer and Kress (2010), Machin (2007), van Leeuwen (2005), Cope and Kalantzis (2000), among others. The research was carried out through a bibliographical research of a qualitative nature, which consists of the analytical and descriptive investigation of the corpus with a view to the visual literacy provided by the textbook. The corpus consists of a total of 8 images extracted from the units of the Anytime! (2020) and Take Action! (2020). It was investigated in the analyzes how the compositional meaning, the value of information, salience and framing appear in the composition and harmony of the images contained in the English language textbook and its contribution to multimodal visual literacy. Preliminary results indicate that Anytime! (2020) and Take Action (2020) are configured as a multimodal support, since the composition of the images is used as a reading path providing visual literacy.