Lexicografia multimodal: como as crianças percebem os recursos visuais dos dicionários infantis
This study aims to investigate how visuals resources contribute to the understanding of a lexicographical text, and to speed up the brow- sing for information in the dictionary, trying to understand how students perceive the visual representation in the dictionary. It is theoretically grounded in st...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Universidade Estadual da Paraíba (UEPB) |
| Repositorio: | Revista Discursividades (João Pessoa) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revista.uepb.edu.br:article/874 |
| Acceso en línea: | https://revista.uepb.edu.br/REDISC/article/view/874 |
| Access Level: | acceso abierto |
| Palabra clave: | Metalexicografia Pedagógica Lexicografia Multimodal Multimodalidade |
| Sumario: | This study aims to investigate how visuals resources contribute to the understanding of a lexicographical text, and to speed up the brow- sing for information in the dictionary, trying to understand how students perceive the visual representation in the dictionary. It is theoretically grounded in studies and research on lexicography and pedagogical me- talexicography (BIDERMAN, 2001; KRIEGER, 2012; WELKER, 2008; PONTES, 2009, 2010, 2011 etc.) and the theoretical assumptions of social semiotics of Kress and van Leeuwen (2006). It is a qualitative study in which six students of a public school in Ceará between 10 and 13 years old wereinterviewed. Data analysis showed that the students perceived the visual representation of the dictionary, identifying the function of some of the visual resources of the pages and of the articles, especially the most salient elements such as illustrations and colors. However, they presented some difficulties in relating the illustrations to the corresponding entries. |
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