MULTIMODAL INFOGRAPHIC READING: A STUDY IN PORTUGUESE LANGUAGE CLASSES IN HIGH SCHOOL

Authors

  • Naziozênio Antonio Lacerda Universidade Federal do Piauí (UFPI)
  • AGNALDO RODRIGUES VIEIRA Universidade Federal do Piauí (UFPI)

Abstract

The objective of this research is to analyze a study on the multimodal reading of infographic in a Portuguese language class in high school. The research is theoretically based on the studies of Kress and Van Leeuwen (2001; 2006 [1996]), Dionísio and Vasconcelos (2013) and Vieira (2015) on multimodality; Paes de Barros (2009), regarding cognitive reading strategies; and Coscarelli (2002), Furst (2010) and Paiva (2016), on reading infographic. In the methodology, a qualitative approach is adopted and the action research method is used. As a research tool, a structured interview script is applied with 15 (fifteen) students of the 3rd year of high school in a state public school, based in Teresina, Piauí. The results show that the aspect that attracted most the students’ attention in the multimodal reading of the infographic was the images (80%) and that the cognitive strategy most used by the students consisted in reading the visual information (86.6%).

Author Biography

AGNALDO RODRIGUES VIEIRA, Universidade Federal do Piauí (UFPI)

Aluno do curso de graduação em Letras-Língua Portuguesa e Literatura de Língua Portuguesa da Universidade Federal do Piauí (UFPI)

PUBLICAÇÃO CONTÍNUA

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Published

2021-07-28

Issue

Vol. 43 (2021)

Section

Artigos Tema Livre

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