Letramento visual no ensino de língua portuguesa: uma proposta de ebook para professores do ensino médio

Abstract

This qualitative research aims to discuss the relevance and present a possibility for pedagogical work related to visual literacy in the teaching of Portuguese language in High School. The theoretical framework encompasses authors from the field of Portuguese language education (Antunes, 2003; Geraldi, 2011), reading (Chartier, 2000; Pétit, 2012; Koch and Elias, 2011), Visual Grammar (Kress and Van Leeuwen, 2006), Visual Literacy (Carvalho and Aragão, 2015), and Digital Genres (Marcuschi, 1999). Based on this, it proposes the creation of an ebook on visual literacy in Portuguese language teaching, featuring a gamified didactic sequence enhanced by digital technologies, intended for high school teachers. The justification for developing this educational resource is grounded in the social importance of promoting understanding of visual literacy and fostering students' digital skills, enabling them to interpret various digital genres that are part of their daily lives. This aligns with the National Common Curriculum Base, which advocates for the teaching of multimodal texts. The results of this study emphasize the importance of visual literacy in the development of critical and civic capabilities among young students, while also highlighting the lack of educational materials to assist teachers in this educational process. The insufficient resources to promote visual literacy represent a significant gap that this research aims to address through the created ebook, which will be made available in open educational resource repositories.