CLASSROOM RESEARCH: A WORK WITH MULTIMODAL RETEXTUALIZATION

Abstract

To teach technology-integrated Portuguese, it is important to understand students' expectations and learning objectives, as interaction in a contemporary society requires more complex literate practices. The school, one of the leading literacy agencies, needs to consider the social practices in which reading and writing are used by students in digital environments. In this sense, our research starts from the implementation and analysis of an action research, focusing on the retextualization of lyrics for hypercounts, with emphasis on the insertion of multimodal elements. Our target audience were 8th and 9th grade students in a municipal school in Brumadinho / MG. With this work, we aimed to verify how the process of multimodal retextualization took place, besides analyzing, through Jewitt's theories (2013), how multimodal resources were inserted in the retextualized genre, to complement and broaden the meaning of the text. As a result we realize the contribution to the reflection regarding the retextualization of printed texts to hypertexts and the perception that multimodal elements are not simply artifacts inserted into the written text, but elements that aggregate broad networks of meanings.