Texto multimodal nas atividades de leitura do livro didático

This research aims to analyze how the activities of reading multimodal texts, the textbook Portuguese 2nd year of elementary school, explore the multimodal reading way to contribute to the multimodal literacy. We selected for analysis, the verbal-image multimodal texts present in the textbook Portuguese, look at the activities of reading of selected texts and analyze how reading activities help to develop the specific reader capabilities for multimodal literacy. This research is characterized as a descriptive research-analytical nature, adopting a methodology of qualitative and quantitative approach. In the analysis we found four major categories to relate the images to texts: Category 1 when a text does not mention either directs the reading of an image, nor can we infer a relationship between the two, we say that the text does not refer to the image; this case, the image has no connection with the texts that surround it (the picture does not illustrate the text). When a text does not directly mention a picture, but we can infer their relationship with it, we say that the text refers indirectly to the image: Category 2 - The picture is related to the text, but does not add any information (image only illustrates the text) and Category 3 the image, besides illustrating assists in the understanding of a given text (illustrates and influences the understanding of the text). We still have a Category 4 when a text makes explicit mention of an image say that this text refers directly to the image, so this is required for which shows meaning of a text (the image interacts with the text). As a result, we find that the 23 texts analyzed, 17 (74%) do not exploit the image / illustration. And these 17 texts, 8, and do not exploit the image / illustration in its activities, the LD does not offer suggestions for actions to such exploitation. This means that the image takes merely illustrative function in 34.8% of multimodal texts analyzed, i.e, beyond these texts do not exploit the image / illustration in their activities, ...