CONTRIBUTIONS OF DISCOURSE STUDIES TO THE PEDAGOGICAL PRACTICE OF READING VISUAL GENRES

Abstract

To constitute a discursive paradigm that subsidizes possible pedagogical practices of reading visual genres is the objective of the present study. Based on the perspective of Applied Linguistics, the aim was to list and systematize the contributions of discourse studies in Brazil for the organization of a theoretical-methodological proposal that supports teachers in the task of making the work with texts of imagery materialities didactic, in a discursively oriented posture. To do so, it was based on theories of discourse, focusing on the systematized process of reading different forms of textualization, such as works of art. Finally, the aim was to demonstrate the applicability and pertinence of the perspective assumed in this study in the reconstruction of a model for reading works of art by Cândido Portinari proposed by the State Department of Education of the State of São Paulo, in a virtual environment. As a result, it is inferred that it is necessary to understand the reading processes as procedures referring to an infinity of language manifestations, above all, in times of possibility of access to different media, whether for the training of teachers, or for working with the different forms of production of meanings circulating through the spheres of human action. Therefore, the pedagogical work must provide the student with conditions for interaction, interpretation and fruition of/with these different materialities that circulate in society.