WORKING WITH LITERARY ADAPTATION AT SCHOOL

Abstract

The modernization of society, of technologies and, as a result, the widening of access to new media have been creating increasing demands on basic education for the development of reading and writing skills. The dialogue between verbal and visual – and, more broadly, between the various languages – now occupies a prominent place in this field, as evidenced by the guidelines of the Common National Curricular Base, the BNCC. Today's requirement is to go beyond the content of the texts, also shedding light on their expression plane, with texts corresponding to the wide range of contemporary communicative practices. This poses the teacher the challenge not only of the diversified selection of texts, but mainly of the way in which they will be worked on in class, since the discourses enunciated in them are manifested by various situations of enunciation, each one with its discursive and textual specificities. Thus, taking the work with literary adaptations in school as an effective didactic strategy for achieving multiliteracies practices, we would like to examine the contributions that Discursive Semiotics can offer to the confrontation of these challenges.