O ensino de língua inglesa com gêneros multimodais no ensino médio integrado

Abstract

Learning a foreign language (FL) should not be limited to acquiring linguistic knowledge. It is necessary to consider that in the teaching/learning process of an FL, the pedagogical practice should serve as a way of developing the autonomy and potential of the student, enabling the exercise and acquisition of varied skills, necessary to understand and make oneself understood in social relations of the present. Based on these considerations, this research analyzed the possibilities and relevance of inserting multimodal textual genres in the teaching of English in Integrated High School, as a learning tool, in order to also contribute to the integral and omnilateral formation of the student. In order to achieve the proposed objectives, a bibliographical research was carried out, seeking to highlight the importance of genres that are part of the student's daily life, facilitating their interaction and relating to new learning, as a way of seeking alternatives for a more effective learning, through the re- signification of existing methodologies. The method was action research, as Thiollent (2008) assumes. The methodology was mixed, as it used the assumptions of Critical Discourse Analysis (CDA), the qualitative approach, the Interactive Didactic Sequence (SDI), prepared following the methodological paths of Oliveira (2013). Data collection was centered on the action-research stages and used the following instruments: an index survey questionnaire, application of the SDI, students' records in reflective notebooks and in the workshop evaluation questionnaire. Data analysis revealed that the interactive didactic sequence approach provides greater engagement between students and teachers, and, associated with the use of multimodal textual genres and critical discourse analysis, presents itself as an important teaching strategy, adaptable to different contents and areas of knowledge, also highlighting the need for educational practices that provide a more active and autonomous participation of the student, in order to identify and interpret the different characteristics and multimodalities of a text, and not just the aspects of written language.