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Imagens e promoção da compreensão no ensino da língua no 1º Ciclo do Ensino Básico
| Resumo: | This paper while approaching the work of Jorge Bucay, illustrated by Gusti, The elephant in chains, discusses possible teaching practices of inferential reading comprehension in Primary School reflecting upon verbal and visual literacy issues. This approach aim to develop integrated skills (language and social) and to show that dialectical, substitutive and transmuting relations between text and image, when the text is carefully selected, are more productive in promoting reading skills than merely interpretative relations between text and image. Assuming that texts used in Elementary School are often bimodal texts (verbal and pictorial) it is urgent to develop reading strategies that go beyond the merely denotative function, promoting the aesthetic enjoyment, but also the ability to understand connotative meanings, inferences and trigger grammatical skills development tasks |
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| Assunto: | Images Estratégias para o ensino da compreensão inferencial Competências gramatical e textual Strategies for inferencial reading comprehension Imagens Textual and grammatical skills |
| Ano: | 2017 |
| País: | Portugal |
| Tipo de documento: | journal article |
| Tipo de acesso: | Aberto |
| Instituição associada: | Repositório Científico do Instituto Politécnico do Porto, REPOSITÓRIO P.PORTO, Repositório da Universidade de Lisboa |
| Idioma: | português |
| Origem: | Repositório Científico do Instituto Politécnico do Porto |
| Resumo: | This paper while approaching the work of Jorge Bucay, illustrated by Gusti, The elephant in chains, discusses possible teaching practices of inferential reading comprehension in Primary School reflecting upon verbal and visual literacy issues. This approach aim to develop integrated skills (language and social) and to show that dialectical, substitutive and transmuting relations between text and image, when the text is carefully selected, are more productive in promoting reading skills than merely interpretative relations between text and image. Assuming that texts used in Elementary School are often bimodal texts (verbal and pictorial) it is urgent to develop reading strategies that go beyond the merely denotative function, promoting the aesthetic enjoyment, but also the ability to understand connotative meanings, inferences and trigger grammatical skills development tasks |
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