The Pedagogical Proposal of Reading Images in Portuguese Language Manuals for Secondary School
DOI:
https://doi.org/10.11606/issn.2236-4242.v34i1p159-177Keywords:
Multiliteracies, Visual Literacy, Critical Literacy, Portuguese language teaching, TextbooksAbstract
This article proposes to reflect on the work with constant images contained in the subsection of the reading image, present in a Portuguese language textbook collection: context, interlocution, and meaning, an integral work of NPDM (National Program of Didactic Material) in order to approach current theoretical concepts related to multiliteracies when doing pedagogical work proposed for the Portuguese Language teacher in the referred teaching manual. Additional contributions from multimodality, visual literacy, and critical literacy will be also inserted as resources in the current text. I ts a qualitative approach research that analyzes two of the eight activities present in the third volume of the referred collection. We concluded that there are gaps related to the work with multiliteracies theories that, if filled, tend to enhance the textual skills related to the adequate students’ visual and critical literacy.
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