A leitura de textos literários multimodais a partir da interação com o “Diário de um Banana”

Abstract

This dissertation analyzes a multimodal reading experience from the interaction with the humor diary genre, and using as object of study “Diary of a Wimpy Kid, a novel in comics,” first book of Jeff Kinney collection. The main objective of this study is to present reading procedures, describing the context of production, to textual architecture, as well as the analysis of linguistic-imagery-discursive resources that explore the domain of language abilities to promote the reading of texts that link verbal language with visual in the construction of meaning. The research was based on contributions from the theoretical framework of Sociodiscursive Interactionism (ISD) proposed by Bronckart (2007) and Machado (1998), extending the analysis discussions based on Bakhtin (2011, 2016), Marcuschi (2008), Kress and van Leeuwen (2006). This study describes the application of multimodal reading activities in an 8th grade elementary school class of a state public school. For the methodological development of this research, the action research with the contributions proposed by Thiollent (2011) was adopted. In addition, the Didactic Sequence (SD) model, proposed by Dolz, Noverraz and Schneuwly (2004), adapted for reading, based on the collaboration of Leurquin (2014), was used as a teaching device. From the theoretical subsidies, a proposal of intervention with the reports of the workshops and interpretation activities applied in the classroom is presented. As a product of this pedagogical research, an activity book for reading humor diary genre's texts is published.