ABSTRACT
This article focuses on part of the master’s research concerning the critical multimodal literacy of Spanish classes’ students from the last year of a public secondary school in the State of Ceará, Brazil (PINHEIRO, 2016). Our aim is to present the sixth class, in which was possible to observe that the students seemed to develop some improvement in their critical multimodal literacy by means of an activity of reading comprehension using the textbook Síntesis. The theoretical framework is mainly based on the following authors: Callow (2005; 2008); Kress and van Leeuwen (2006); Cassany and Castellà (2010); Newfield (2011); Janks (2012) and Walsh (2010). The methodology used was action research, and the results showed that the students had a satisfactory reading comprehension of the multimodal text, in which they could build meaningful reflections and critical positions towards the Brazilian sociopolitical situation.
KEYWORDS:
critical multimodal literacy; Spanish; textbook; politics
Fonte: Acervo pessoal