Abstract
The intersemiotic reading practices in the school context become urgent for presenting the criteria, paradigms and meanings of languages and semiosis to the teaching and learning process. In this study, the parameters of intersemiotic reading are structured in the light of the following objectives: to understand the constitution of intersemiotic reading in teaching and learning; to identify the languages and semiosis inserted in the texts; to discuss how intersemiotic reading practices contribute to the formation of analytical and proficient readers, as well to reflect on the different parameterized ways in the production of meanings of intersemiotic reading at school, relating them to multiple languages. In this sense, it is neither the function nor the methodology of this work to analyze the production of semiosis, but rather to provide theoretical reflections on the principles of intersemiotic reading in the literacy process.
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