Banca de DEFESA: TATIANA FREITAS RIBEIRO ALCÂNTARA

MULTIMODAL CRITICAL LITERACY IN THE MOTHER LANGUAGE CLASS: THE REDESIGN OF ADVERTISING WITH RACIST

 DISCOURSE

Literacy; Critical; Multimodal; Racism; Advertisement

It is contemporary education's role to develop a work that allows a look at the diversitiesthatconstitute Brazilian society. In this sense, working on ethnic-racial relations in theschoolenvironment brings to light the need to combat a racist formation, rooted in historical andculturalconcepts that are present in different social practices. The present research was developedinthe8thgrade Portuguese language classes, with students of a civic-military school of Maracanaúcityinthestate of Ceará, Brazil. This practice aimed at forming elementary school students as critically-modally subjects regarding racism. This study proposes to analyze the corpus generatedinthepractice of Multimodal Critical Literacy which consists of analyzing advertisements publishedontheinternet that show a racist discourse and the textual production based on the Redesignproposal(JANKS, 2010). To achieve its objectives, the work was supported by Freire's ideas of empowerment(1987, 1996) and Janks' Redesign Cycle (2010, 2012) to address multimodal literacy fromacriticalperspective. It was also based on the theoretical-methodological contribution of theCriticalDiscourse Analysis by Fairclough (2001, 2003), which investigates the relationshipbetweenlanguage, society and asymmetrical power relations. To address the multimodal natureofadvertisements, the theory of Virtual Design Grammar by Kress and van Leuwen (2006) wasused.With regard to the phenomenon of racism and how black people are represented in the advertisingsphere, the research was based on Almeida (2019); Djik (2018, 2019); Guimarães (2009); Munanga(2005, 2020); and others. Concerning the approach given to the discursive genre advertisement, thecollaborations of Bakhtin (2011), Fiorin (2018), Marcuschi (2008) and Carvalho (2014) wereused.In order to consider methodological strategies that, in a didactic and coherent way, corroboratetheunderstanding of the issues involving the present study, it is relevant to highlight that theresearchwas based on action research (TIOLLENT, 2011) and on the Redesign Cycle ( JANKS, 2010, 2012).The data was gathered through the application of a pre-test and a post-test questionnaire andthroughRedesign (JANKS, 2010) textual production. The action research showed that the discussionsfostered in the classroom, associated with the text analysis activities, and the contact withtheaforementioned theories, as well as the production of the redesigns (JANKS, 2010) contributednotonly to the identification, but also to the deconstruction of the ideological discourses evidencedinthetexts. In short, the interrelation of this knowledge seen in a broader perspectiveofconstruction/deconstruction/reconstruction, according to Janks (2012), corroborated the MultimodalCritical Literacy of the students participating in the research, insofar as it also favored an empowering language teaching, aiming, above all, at social change.