Reading and Writing Infographics in First Language Classes

Abstract

This article is about reading and writing multimodal texts in elementary school classrooms, focusing on infographics as a multimodal discursive genre, par excellence, and considering its use in Portuguese language lessons, based on social semiotics presented by Kress (2003) and Van Leeuwen (2004). Our discussion happens through a survey involving 112 teachers who answered an online questionnaire with open and closed questions through a Google form in 2018. Considering the answers, we conclude that working with multimodal genres at school is still initial, especially due to the insufficient continuing education for the teachers or the lack of technological infrastructure in schools, as mentioned by the participants.

Keywords:
Multimodality; Infographic; Multimodal Texts