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ABSTRACT: This text analyzes the linguistic richness of the textual genre as a
productive field for reading teaching, based on two constitutive aspects
and their contributions to cognition: multimodality and lexical relations.
The article presents arguments in favor of an approach to reading
teaching based on an interactive vision, through which the student
consciously experiences the lexical phenomena in line with the
multimodal resources mobilized in the text for the construction of the
senses, allowing this reader to perceive co-author of the proceedings. In
this paper, we will focus on theories of textual genre, reading, reflections
on advertising text, multimodality and the bases of Lexical Semantics in
Antunes (2009, 2012), Marchuschi (2011), Carvalho (1996) , 2014),
Dionysus; Vasconcelos (2013), among others, we seek to present
reflections on how the integration of these areas of linguistic knowledge
can converge for the same purpose: the comprehension of the text
mediated by the act of reading. Finally, the analyzes presented here
monicatrin@hotmail.com.
Esta obra está licenciada com uma Licença Creative Commons Atribuição Não-Comercial Sem Derivações 4.0 Internacional.
DOI: https://doi.org/10.22478/ufpb.2237-0900.2018v14n2.42509 305
DLCV
Língua, Linguística S. A. O. Uchoa
& Literatura M. M. T. Ferraz
Introdução
Fonte: http://doarse.com.br/blog-doarse/assedio-sexual-no-carnaval
Fonte: http://www.justica.gov.br/noticias/conad
Fonte: http://portalarquivos.saude.gov.br/images/campanhas/Aids_Carnaval_2017/pecas-
graficas/MS_Carnaval_Ad_Jornal_246x140.jpg
Considerações finais
Referências
ANTUNES, Irandé. Língua, texto e ensino: outra escola possível. São Paulo:
Parábola Editorial, 2009.
REBOUL, Olivier. O slogan. Trad. Inácio Assis da Silva. São Paulo: Cultrix,
1975.