Contribuições da gramática do design visual para o ensino da leitura: sinalizações apontadas pela análise de uma campanha educativa

Abstract

The present work aims to understand how different modes of reading influence teacher training. In view of the changes that are taking place in our society and with Digital Information and Communication Technologies (TDIC) adding more and more elements in the forms of communication, the ways of producing and reading text have diversified, with new textual genres emerging. Thus, it proposes to analyze the effects of meaning arising from the image composition of an educational campaign broadcast on social networks. The current reality, in which the use of images is increasingly recurrent, especially through new technologies, requires the teacher to update himself and learn to handle these new resources. To demonstrate how the image can be used in school practices, an educational campaign was analyzed in order to highlight the complexity found in understanding non-verbal texts. For the theoretical basis of this research, the Grammar of Visual Design (KRESS, VAN LEEUWEN, 2006) was used, which made it possible to analyze an image from the representational, interactional and compositional metafunctions. This examination made it possible to describe how verbal and non-verbal elements are organized in a logical way and have a combination that allows the construction of meanings. Through analysis, it was observed that, regardless of the teacher's area of ​​expertise, it is essential that he knows how to work with images and, thus, contribute to making his student a proficient reader, at a time when the text has been undergoing reconfigurations, requiring new skills for the reading process.