A presença do texto multimodal no livro didático: do texto como pretexto a uma análise linguístico-visual

Abstract

This research aims to analyze the approach of visual linguistic analysis of multimodal texts in two Portuguese 1st year of high school textbooks: Vozes do Mundo: Literatura, Língua e Produção Textual (ABREU-TARDELLI; ODA; TOLEDO, 2013) e Português: Linguagens (CEREJA; MAGALHÃES, 2013). It is a bibliographic documental and analytic comparative study which has the following authors Bakhtin (2006), Antunes (2014), Mendonça (2006) and Dionísio (2011, 2014) as a research source. It is suggested a changed of the expression “linguistic analysis” to “visual linguistic analysis” as a concept improvement and also it is stablished four categories of analysis: 1) text used as an excuse for teaching grammar; 2) text in which only verbal aspects are explored; 3) text in which verbal and a few non-verbal aspects are explored; and 4) text in which verbal and nonverbal aspects are explored. The importance of studying the approach of multimodal text in the textbook relies specially on the current discussion about the text formation by verbal and non-verbal language, on the increscent attendance of multimodal texts at different human communication fields, on the exams for college and technical education admission, and on the relevance of the textbook as a guidance to the Portuguese language teaching. The results confirm that there is a predominance of verbal over the non-verbal aspects in the study of multimodal text, even though one textbook has presented an important quote of texts in which there is the verbal and non-verbal aspects are explored.