Multimodality and linguistic analysis in basic education
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In this world of constant change, in which new technologies reach every corner of the country, reading practices and language or multiple language studies are becoming increasingly relevant. Media texts (written, oral or visual) transmit information at an enormous speed, requiring people to be able to reflexively read and interpret the various texts circulating in society. In this context, it has therefore become essential to develop projects that emphasise the development of critical reading skills in multimodal texts (made up of verbal and non-verbal semioses) in order to promote citizenship...
In this world of constant change, in which new technologies reach every corner of the country, reading practices and language or multiple language studies are becoming increasingly relevant. Media texts (written, oral or visual) transmit information at an enormous speed, requiring people to be able to reflexively read and interpret the various texts circulating in society. In this context, it has therefore become essential to develop projects that emphasise the development of critical reading skills in multimodal texts (made up of verbal and non-verbal semioses) in order to promote citizenship training. In view of this, Coscarelli (1999) states that reading is a complex process that involves perception, from graphic signs to the generation of inferences and analogies. The practice of multimodal reading should therefore not be seen as a mere habit of decoding symbols, colours, gestures, paintings or physiognomic expressions, but as an activity that encompasses discourses and traits (such as political and ideological ones).
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