Multisemiotic analysis and Portuguese Language teaching in basic education: from theories to teaching proposition

Abstract

In contemporary society, the expansion of communicative processes, brought about, above all, by the development of digital technologies, requires teachers prepared to work with the text not only in a linguistic perspective, but also in semiotics. However, it is still a challenge for many teachers to promote the didacticization of theoretical contents and to develop Semiotics teaching from an integrated analysis of semioses in multimodal texts. In this sense, this article — based on Peirce's Semiotic Theory and on Halliday's Systemic-Functional Linguistics and Social Semiotics, aims to present a didactic model for working with multisemiotic analysis in basic education. It is argued, based on a proposal prepared on the methodological foundations of Pedagogy of Multiliteracies (NLG, 1996; COPE; KALANTZIS, 2009) and in the postulates of the Grammar of Visual Design (KRESS; VAN LEUWEEN, 2006 [1996]), that learning strategies developed through experimentation, conceptualization, analysis and application of knowledge related to representational, interactive and compositional systems can contribute to the global understanding of multimodal texts.