OUVIR, CRIAR, ESCREVER A PRODUÇÃO DE TEXTOS MULTIMODAIS NA RETEXTUALIZAÇÃO DA FALA

A PRODUÇÃO DE TEXTOS MULTIMODAIS NA RETEXTUALIZAÇÃO DA FALA

Abstract

In this article, we aim to analyze how the retextualization of orality into writing, combined with the production of multimodal texts, can be used as a pedagogical resource in the early years of Elementary Education. We approach retextualization as a process that involves the transformation of a text when transitioning between different modalities of language—such as from orality to writing—or even within the same modality, with possible changes or continuities in the discursive genre. The methodology adopted consists of a report of a pedagogical practice carried out with 2nd-grade students in a public elementary school. The activity proposed that students listen to a tale and reinterpret it through the production of multimodal texts, combining verbal and visual elements. This experience encouraged children to reorganize the narrated content and adapt their forms of expression, fostering the development of creative and discursive skills. The results showed that students engaged in the creative process and expanded their understanding of how language can be used in diverse formats. Thus, the importance of integrating retextualization into the school routine is reinforced, contributing to linguistic and multimodal literacy from the early years.