Leitura e produção de textos multimodais: análise descritiva de uma prática durante o ensino remoto emergencial na UFS

Abstract

This article is the result of a practical experience of teaching practice conducted at the Universidade Federal de Sergipe (UFS), on the subject of Instrumental Portuguese Language, during Emergency Remote Teaching (ERE). Our goal is to present a descriptive analysis of reading and writing strategies of multimodal text, through the infographic genre in the context of Emergency Remote Teaching. This proposal is justified because, although there are academic works that point to didactic alternatives for the reception and production of multimodal texts in the pandemic context of teaching, they can still be considered incipient, especially for articulation the use of new methodologies and/or new technologies. This study presents a practical possibility which aims to promote discussions about reading, production and use of new technologies in a remote context. For this purpose, fragments of the work plan presented and developed in the course are described, in addition to a descriptive analysis of the product that incorporates multimodal reading, and writing. Thus, the corpus of analysis includes twenty static infographics produced by students at the end of the cycle, according to the method proposal presented by Leal (2021). The author emphasizes, through pictures with clues of verbal and visual production, the compositional technical characteristics of the multimodal infographic genre. The results indicate that the didactic actions carried out with the help of digital tools in a remote context can contribute to the teaching and learning process of reading and writing activities of a multimodal genre (infographic), since the participants applied the knowledge gained in the end product.