Leitura de imagens: práticas de letramento crítico em turmas do ensino fundamental II

Abstract

This dissertation aims to reflect on the importance of image reading for the formation of a more critical, creative, and observant student. It also seeks to consider the emphasis that schools place on verbal literacy to the detriment of visual literacy. The interest in this theme arose from the need to implement pedagogical practices focused on visual literacy, given that the world is increasingly imagistic and multimodal. The research was conducted at Colégio Estadual Melchíades Picanço in São Gonçalo, RJ, involving an intervention proposal with the ninth grade of Elementary School, using didactic activities inspired by the didactic sequences model of Dolz, Noverraz, and Schneuwly (2004). For the theoretical foundation, authors such as Lucia Santaella (2012), Jacques Aumont (1993), Martine Joly (1994), Donis Dondis (1997), Magda Soares (2009), Charles Pierce (2005), bell hooks (2020), among others. In this direction, a qualitative methodology was used, with bibliographic research and action research being important tools that allowed for the investigation of the importance of images for the integral development of the student. The results of this work contribute to strengthening the discussion of rethinking traditional pedagogical practices, proving that including activities that promote visual literacy is fundamental for the critical formation of citizens.