Gênero videoanimação e Arquitetura Multimodal: análise semiótica e contribuições para a formação docente

Abstract

The multimodal genres developed in a digital context are increasingly becoming present in everyday life. Taking this into account, the official documents that guide the school curriculum show the importance of working with Digital Information and Communication Technology (DICT). In this sense, the Brazilian National Curriculum - Base Nacional Comum Curricular - BNCC (BRASIL, 2018) includes multimodal genres in the Portuguese Language teaching. How is it possible to contribute so that teachers and students are more prepared to critically read and efficiently use these textual genres? The video animation genre was chosen as this research's corpus for analysis in order to contribute to a teacher training concerned about working with literacy and multiliteracies (SELBER, 2004; ROJO; MOURA, 2019) with students. Therefore, this thesis has two objectives: developing a theory of semiotic analysis for video animation; and offering didactic-pedagogical tools that enable teachers to approach this genre in the Portuguese Language teaching-learning process. To achieve these purposes, it was first carried out a detailed analysis of the video animation genre, seeking to understand the meaning effects interpreted from the relationship between verbal aspects, based on the theoretical frameworks of Socio-discursive Interactionism - SDI (BRONCKART, 2012), and visual aspects, based on the Grammar of Visual Design – GVD (KRESS; VAN LEEUWEN, 2006). Disney's 12 Animation Principles (THOMAS; JOHNSTON, 1995) were also used, complementing the analysis of characteristic attributes of motion in animation; in addition to theoretical basis that support the understanding of sound design in animated cartoons (FURNISS, 2014). On these pillars we based the Multimodal Architecture, the theory proposed by this thesis for video animations' analysis, which seeks to understand the effects of meaning caused by the relation between verbal, visual, and sound languages. Therefore, we demonstrated the applicability of such approach through the semiotic analysis of the short film Guaxuma (2018), by Nara Normande. Moreover, aiming to verify the Multimodal Architecture effectiveness when working with this textual genre, we provided the online course Video animation in Portuguese Language classes. Planned through an educational design (MATTAR, 2014), we offered the e-learning course (MORAN, 2017) seeking to contribute to the Portuguese Language teacher's initial and continued education, in Lavras, Minas Gerais. Based on this research instrument, we used a qualitative perspective (ANDRÉ, 2011), in order to demonstrate how the Multimodal Architecture was validated from the perspective of the course participants. And, thus, the two objectives of this thesis were fulfilled. We expected, then, through the discussions undertaken, to contribute to the formation of future teachers and teachers who already work in the classroom. This contribution seeks to provide both theoretical support and practical tools to develop pedagogical activities that use the video animation genre in the Portuguese Language teaching-learning process.