MULTIMODALIDADE EM LIVRO DIDÁTICO DO ENSINO FUNDAMENTAL E SEU PAPEL NO LETRAMENTO VISUAL

Abstract

This text presents an analysis of multimodal elements in the opening of three units of a Portuguese language textbook for elementary school. The starting point for the analysis is the notion of multimodality. Having Systemic-Functional Multimodal Discourse Analysis by Painter, Martin and Unsworth (2013) as our theoretical framework, we present the analysis of aspects related to Intermodal Integration, i.e., the way verbal and visual modes integrate to construe meanings, as well as the Framing in relation to the visual elements in the text, and the Focus, since several elements co-occur and some can be more or less focused. As a multiliteracy-based proposal, questions about updates and expansions of the term literacy, based on the use of writing technology, which, due to the demands of contemporary times, is now reconfigured into necessary multiliteracies in view of the new languages and communication and information technologies. Within a multiliteracy proposal, we approach visual literacy, that can be developed from the visual and verbal elements in the openings of the textbook units under analysis. Results point out that the textbook as a powerful support for promotion multiliteracies and visual literacy. The analysis presented as well as its results provide meaningful contributions both to multiliteracies and, within them, visual literacy, and to language teaching, teacher education and multimodality issues in teaching materials.