INFOGRÁFICO COMO GÊNERO MULTIMODAL MOTIVADOR: PROPOSTA DE ENSINO DE LEITURA E ESCRITA

Abstract

This text presents the result of a study on the challenges of teaching reading and text production in the Portuguese language discipline in elementary school. It deals with a research developed at PROFLETRAS (Postgraduate Program in Language Course / Dourados/MS) with the purpose of knowing the multimodal infographic genre as a strategy for reading and producing opinion texts. In the intervention we use the use of ICTs - Information and Communication Technologies and the teaching / learning practices of the Portuguese language, given the students' lack of interest in reading linear and monomodal texts. In this way, the activities carried out were based on the use of a virtual environment, from surveys, readings of infographics and the production of opinion texts. The methodology of the study was that of action research, with the involvement of students in activities related to multimodal genres, specifically, the infographic genre. This textual genre had the purpose of subsidizing students in the production of opinion articles respecting the degree of difficulty in relation to the eighth year of Elementary Education and the creation of an online magazine, as a product. Theorists such as Rojo (2016), Kress and Van Leeuwen (2001,2006), and Ribeiro (2016), among others, subsidized the studies. The development of this multimodal intervention and the performance of the proposed activities brought to school a teaching method different from the usual one and students connected with innovations and the use of new technologies. This proposal made students aware of the knowledge of the multimodal infographic genre and provided skills for the process of reading and writing as a reading subject and an opinion maker, becoming critical individuals in society.  Keywords: Literacy practice; Reading and writing; Infographic.