DIGITAL BOOK MULTIMODALITY: LEARNING POSSIBILITIES IN PLATFORM

Abstract

With the expansion of the uses of technology, there was space for the plurality of languages ​​in the school, and as a result, considerable changes occurred with regard to the texts. In this perspective, this article has as main objective to analyze the function of the multimodal imagery texts of digital textbooks of English language for Brazilians, in order to verify the construction of the senses in the light of the Grammar of Visual Design Representational Metafunction by (KRESS; VAN LEEUWEN, 2006). Such proposal reaches social and academic relevance due to the importance of researching and working on these semiotic resources in the classroom in order to offer a critical / social reflection about the possibilities of teaching and learning English from a multimodal perspective (ROJO, 2012; MOTTA-ROTH; BEZERRA; NASCIMENTO; HEBERLE, 2011; JEWITT, 2013; ADAMI, 2016). For this purpose, two digital books of English Language from the 8th and 9th years of elementary school were analyzed, in which, through this exploratory analysis, promoting the student's visual criticality, these texts have hyperlinks that link to other texts, thus characterizing a digital hypertextuality.