Textual language and the teaching of reading from a multimodal perspective

Abstract

Based on the assumption that the teaching of the mother tongue must encompass more than simple mechanical exercises that involve clippings of information contained in the texts, classificatory activities and even mere reproductions of pre-established structures, the proposal presented, based on the from the point of view of textual linguistics, it aims to discuss the relationship between text and reader, pointing out the multimodal textual genres, in particular, as conductors of interpretive processes that encompass multiple competences, be they linguistic, contextual, sociocultural, among others. From the analysis of authors, such as Marcuschi (2008), Kleiman (2011), Cavalcante and Filho (2010), Júnior et al. (2017), among others, a sequence of reading activities was developed in a sixth-grade class of Elementary School, in order to describe how the construction of meanings by students in contact with multimodal texts is conceived.