Abstract
Em vista da grande multiplicidade de linguagens e considerando que a alfabetização é uma importante prática de letramento na constituição da criança, este artigo tem o objetivo de identificar o tipo de abordagem dado à imagem em um livro didático do 1º ano (EF), aprovado pelo PNLD (2010). O intuito é discutir em que medida a amostra analisada favorece uma leitura compreensiva e crítica do texto imagético. Para tanto, as ponderações foram realizadas por meio de uma epistemologia interpretativa, à luz da teoria dos letramentos sob uma perspectiva sociocultural, e também a partir da sintaxe da linguagem visual, que pode trazer uma contribuição positiva às análises discursivas visuais. A pesquisa indica que a imagem é proposta a partir de perspectivas socioculturais; que as atividades de leitura favorecem o letramento visual e que a condução do professor pode fazer diferença nas abordagens e leituras.
Highlights
This paper reports part of a larger work (AMARAL, 2012) whose main objective was to identify how images are approached in reading activities in the textbook Português: Linguagens – Letramento e Alfabetização – 1o
The idea arose due to the plural perspectives of literacy, which characterize the textbook as the “main mediation tool in the teaching-learning process”1 (TAGLIANI, 2009, p.46) and defend a multisemiotic work, with and from texts
It is required to see that these texts can be used for reading comprehension activities, which go beyond the artistic and aesthetic field, because, according to Nascimento, Bezerra and Heberle (2011), they are ruled by principles and regularities as well. Considering this scenario, the scope of this paper is to show part of a study, from a sample, identifying the approach of one of the images from the analyzed textbook and pointing to what extent the reading activities stimulate a comprehensive and critical reading of the illustrated text
Summary
This paper reports part of a larger work (AMARAL, 2012) whose main objective was to identify how images are approached in reading activities in the textbook Português: Linguagens – Letramento e Alfabetização – 1o. Due to the fact that the social subjects are ideologically constituted (STREET, 2003), it is natural that thoughts and convictions permeate relations in society, regardless of the place where they are established About this issue, for example, it is convenient to remember that “children and adolescents live with images of the visual culture of everyday life and, naturally, take these references to school since they reflect upon aspects of their sociocultural contexts and the age they live in” (RODRIGUES, 2009, p.65-65). In accordance to this thought, Kleiman (2008) states that teachers cannot (or should not) disregard the fact, for example, that the media that involve a variety of illustrated signs are part of students‟ everyday life in a greater or lesser degree This highlights visual language, pointing to the need of providing students with reading activities and image comprehension (beyond aesthetics) at school, taking into account students‟ practices. Considering the current context, it is necessary to rethink school syllabi (BUNZEN, 2011) and, to develop didactic-pedagogical actions that support them, without disregarding the use of textbooks
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