Alfabetização semiótica na cultura: a construção das escritas contemporênea.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2005

RESUMO

ABSTRACT The objective of the research that originate this work was to investigate and analyze some of the aspects of the semiotic education, considering the expansion of writing into the cultural context of interconnected semiotic systems through processes of expansion, experimentation and creation. To state that our culture is expanding is to approach it as text structured through dialogic systems, process driven, built by languages of different codes. Such whole text our culture built by human communicational processes is, mainly at present, out coming of contemporary writings that perform, regarding the alphabetical writing (in the sense of use of the alphabet) as an expanding move. It is from this approach expanding writing that the process of learning to write is re-thought and some of its elements are identified. The main inquiries of this research were: what does it means to be write-capable in the present context? To what extent the semiotic writing-capability is a necessary skill to produce audiovisual texts (as an example of what we are calling contemporary writing)? Thinking trough these questions resulted in the concept of semiotic learning-to-write, and also suggestions of strategies to teach it. The starting hypothesis was that the production of audiovisual texts would help the processes of semiotic learning-to-write. To test it, I followed workshops in making animation movies using play dough. These play dough animation workshops were offered by the Sao Paulo City Public Scholl Network during four months. Teachers and students produced sixteen movies. The case study method were used and allowed real life experiencing of the object studied. Teachers and students used previously, informally acquired semiotic systems knowledge to produce their movies, indicating that contemporary writing is intergrown with other semiotic systems. In addition, we could observe that learning the moviemaking elements - camera position, light, character animation, etc. were required to produce the movies. From these studies, we can conclude that 1) although we use contemporary writing we are not aware of how they are structured; 2) the semiotic learning-to-write happens through non-scholar scenarios, but it can not dismiss a systematic teaching.

ASSUNTO(S)

alfabetizacao -- inovacoes tecnologicas expansão da escrita comunicacao audiovisual texts semiotic education alfabetização semiótica expansion of writing cultura como texto cultura filme animado cultura audiovisual contemporary writing

ACESSO AO ARTIGO

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