Visual Metaphor on Portuguese Textbook
DOI:
https://doi.org/10.46230/2674-8266-12-3118Keywords:
Literacy, Multimodality, Multimodal metaphor, TextbookAbstract
In this work, we intend to analyze how the visual metaphors are developed in the reading activities present in the Portuguese Textbook [Livro Didático de Português] (LDP) aiming at a critical visual literacy, if they approach a direction for the metaphoric conceptualization process perception, going through its compositional elements, in the multi-modal textual constructions and if they potentialize an opportunity for the unveiling of veiled intentions and values. For that, we base ourselves on the theoretical assumptions of the Conceptual Metaphor (LAKOFF & JOHNSON, 2002) and the Multimodal Metaphor (FORCEVILLE, 2009), allied to the multimodality theory (KRESS, 2009; 2010), (VAN LEUWEEN, 2005), (KRESS &VAN LEUWENN, 2006), since multimodal texts constitute our daily social practices. Furthermore, we make a counterpoint with the National Common Curriculum Base [Base Nacional Comum Curricular] (BNCC, 2018), in order to realize if these reading activities follow the guidelines of the related skills. Finally, we also note a secondary treatment in relation to multimodality in LDP, even though being one of its most noticeable compositional aspects.
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