Multimodalidade e Letramento visual crítico no ensino de Língua Inglesa: Investigando as propostas de atividade de produção de texto do livro didático Time  to Share

Robson Henrique Antunes de Oliveira; Maria Elizia Cavalcante Costa; Maria Zenaide Valdivino da Silva

doi:10.46230/2674-8266-12-4020

Authors

Robson Henrique Antunes de Oliveira Universidade do Estado do Rio Grande do Norte - UERN https://orcid.org/0000-0001-7167-3550
Maria Elizia Cavalcante Costa Universidade do Estado do Rio Grande do Norte - UERN https://orcid.org/0000-0002-8721-7178
Maria Zenaide Valdivino da Silva Universidade do Estado do Rio Grande do Norte - UERN https://orcid.org/0000-0001-6075-9332

DOI:

https://doi.org/10.46230/2674-8266-12-4020

Keywords:

Multimodality, Critical visual literacy, English Language Teaching

Abstract

This article aims to investigate the English teaching as an Additional Language through the writing activities from the textbook Time to share (AGA; MARTÍNEZ, 2015), of the teachers` book, from ninth level from elementary school to verify how writing production, which integrates languages and semiosis, can reveal critical visual / multimodal literacy. This work is maintained by the multimodality studies by Kress and Van Leeuwen (1996, 2006), Jewitt (2009), Bezemer and Kress (2008, 2016); based on critical visual literacy by Callow (2008, 2012, 2013) and on texts composition approaches purposed by Ribeiro (2016, 2018). The results reveal that the writing activities proposals of the 9th grade textbook bring relevant themes to work in English teaching. However, when it comes to textual production, in addition to the verbal mode, the analysis revealed that the book presents an insufficient approach concerning the texts that integrate words and images, despite having a visually attractive appearance. Consequently, the textbook ends up limiting the literacy agencies to the written system.

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