Convergência de linguagens: entre o ajustamento e o aleatório na leitura de Bibi

Abstract

Text production and circulation models have changed over time and influenced by Digital Interaction and Communication Technologies (TDIC). In contemporary times, transmedia texts, a term used by Jenkins (2009), are, thus, called because they mediate different media around the same story, which has impacted book production, with more experimental results, affecting the ways of reading and build senses. Reading, in this way, may require a greater agency of the reader/co-author and demand the mobilization of verbal-visual aspects. From this perspective, with the intention of deepening aspects related to reading and the production of meanings, this qualitative, descriptive and interpretive research has defined as a general objective to analyze how the compositional strategies of the book Bibi, in a multiplicity of semiosis, that destabilize the reading process. The theoretical basis adopted in this investigation was the instrumental of discursive semiotics, in its initial proposal (GREIMAS, 1977; 2002; GREIMAS, COURTÉS, 2008; FIORIN, 2000; BARROS, 2005); and that of sociosemiotics from the concept of Interaction Regimes (LANDOWSKI, 2014; 2017). Based on this theoretical contribution, the book Bibi, by graphic designer Gustavo Piqueira, was analyzed. This fictional narrative, published in 2019, is discursively organized with multiple dimensions, in which the discursive genre changes every 16 pages. The formal framework of discursive genres, present in the work, momentarily activates a repository of the reader’s senses to relate to reading and goes beyond the verbal, permeating discussions of multisemiosis and image reading. The research results indicate that the new, more experimental ways of narrating, which contemplate different materialities and innovate in the convergence of languages, seek to lead the reader to an unforeseen reading, providing other rhythms for reading. From these conclusions, new and timely theoretical dialogues between Semiotics and the teaching of reading the multisemiotic text are verified.