Letramentos visual e literário críticos: agência e dialogicidade nas práticas leitoras da comunidade discursiva de Orgulho e preconceito na plataforma Skoob

Abstract

This research investigates critical visual and literary literacy practices in the discourse community (DC) of Pride and Prejudice on the Skoob platform. The line of research to which the dissertation is linked is "Language and Social Practices" of the Interdisciplinary Postgraduate Program in Education, Language and Technologies. This study highlights literacy practices in digital reading CDs. We saw the emergence of the reader when he expanded his place of speech by using less conventional forms of expression. This fact instigated us to reflect on how these constructions, in terms of meaning effects, are materialized in visual and literary compositions, helping readers to ratify their reading experiences. To this end, we took the following problematizing question as our starting point: How do multimodal resources contribute to broadening the exchange of ideas and, consequently, to agency and dialogicity in critical visual and literary literacy practices in the Pride and Prejudice DC? The aim is to understand literacy practices from a visual and literary critical literacy perspective, focusing on the Pride and Prejudice CD on the Skoob platform. For this analysis, we problematized the use of language as a social practice and, therefore, as a dynamic activity intrinsic to the interests of the speakers, based on the theories of Ferraz and Mendes (2021), Monte Mór (2010), New London Group (2021) and Rojo (2009). We draw on the notion of critical literacy in Menezes de Sousa (2011), visual literacy in Kress and Van Leeuwen (1996; 2006), Monte Mór (2021) and Ferraz (2012). Concerning the approach to the use of language from a multimodal perspective, reference is made to Kress and Van Leeuwen (1996; 2006), Cope and Kalantizis (2009), and Ribeiro (2020; 2022). We considered the theoretical contribution of Cosson (2009) and Leffa (1999) concerning literary literacy and reading processes. As for understanding the reverberations of digital culture in contemporary ways of producing, circulating, and receiving literary discourse, we rely on studies by Santaella (2013), Rodrigues (2021), and Ranciére (2014). Methodologically, this is a netnographically-inspired study (Kozinets, 2014), with a qualitative, interpretative, bibliographical, and exploratory approach. The results suggest that the emerging influence of social practices in a digital context contributes to solidifying literacy practices that manifest themselves in the needs of speakers to adapt to the malleable nature of language. In this way, digital reading CDs, such as Pride and Prejudice, constitute spaces for interlocution in which the negotiation of meanings about the work promoted by readers converges to expand the use and mobilization of available semiotic resources to validate discursive positions. This aspect favors a horizontalization of the relationship between readers and literature, in which readers claim the leading role in their literary experience.