Resumo

FARIAS, Miguel  e  ARAYA SEGUEL, Claudio. Critical visual literacy and education in mother tongue: Metacognitive strategies in the reading comprehension of multimodal texts. Colomb. Appl. Linguist. J. [online]. 2014, vol.16, n.1, pp.94-104. ISSN 0123-4641.  https://doi.org/10.14483/udistrital.jour.calj.2014.1.a08.

In the context of today's changing sociosemiotic landscape of discourse interactions, in this paper we outline a proposal for critical visual literacy of multimodal texts in language education. Two models are used to analyze a single text; the first one, Magariños (1991), offers the possibilities for thorough visual readings in nine relations that encompass form, existence and value. The other, a sociosemiotic model by Kress and van Leeuwen (1996), breaks down the visual space into four quadrants that account for the ideal, real, new and given dimensions in the design of multimodal discourse. Results indicate that Magariños' model proved to be more effective in exploring signs and their overarching cultural meanings, as constructed in multimodal texts. In turn, Kress and van Leeuwen's offered more possibilities for the analysis of the structure and organization underlying the design and text-image relations in multimodal texts. Through the application of these models it was possible to evaluate the pedagogical potential of critical visual literacy and its contribution to develop new competences that aim at both raising learners' critical thinking and fostering new strategies in language learning and teaching.

Palavras-chave : visual literacy; multimodal texts; sociosemiotic models; new literacies.

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