Leitura literária e multimodalidade

A exploração de poesia em aulas de espanhol

Authors

Keywords:

Literary reading, Multimodality, Teaching Spanish

Abstract

In this paper, we examine the reading of poetry in Spanish classes for 5th grade elementary school children. Using an ethnographic perspective and a multimodal approach, we analyze aspects of the text and other communicative modes (visual, gestural, and kinesthetic) utilized by the class. The results of the analysis demonstrate the importance of exploring various communicative modes for the enjoyment of literary reading and for the children’s learning of Spanish.

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Author Biographies

Elizabeth Guzzo de Almeida, Universidade Federal de Minas Gerais (UFMG)

Associate Professor at the Faculty of Education at UFMG. PhD in Applied Linguistics and Master in Literary Studies from the Faculdade de Letras da Universidade Federal de  Minas Gerais. Post-doctorate in Education (UFMG). Specialization in Spanish Language from PUC-Minas, degree in Spanish Language and bachelor's degree in Portuguese from UFMG. Member of the Grupo de Estudos e Pesquisa em Literatura Infantil – Gepli - and member of the Grupo de Pesquisa do Letramento Literário – Gpell/FaE/UFMG. She has experience in the areas of Education and Literature, with an emphasis on Applied Linguistics and Literary Education, working mainly on the following themes: literacy and multimodality, children's and youth literature and teaching and teaching Spanish as an additional language. She was vice-president of the Association of Spanish Teachers of Minas Gerais (APEMG) for the 2020-2022 period. Served as Pibid-Spanish coordinator at FaE/UFMG (2012-2017)

Maria Lúcia Castanheira, Universidade Federal de Minas Gerais

She holds a degree in Pedagogy (1985) and a master’s degree in education from the Federal University of Minas Gerais (1991). She completed her Doctorate in Education, with emphasis on Language and Culture, at the University of California, Santa Barbara (2000), and postdoctoral research in Applied Linguistics at PUC/SP (2004-2005) and King’s College London (2009-2010; 2017). She is a retired Full Professor from the Faculty of Education at UFMG, where she taught in the undergraduate Pedagogy program and the Graduate Program in Education: Knowledge and Social Inclusion, where she continues to work as a volunteer professor. Her research and outreach projects are part of the activities at the Center for Literacy, Reading, and Writing (Ceale/FaE/UFMG). With a background in education, culture, and language, she conducts ethnographic research on literacy practices in both school and non-school settings. Her research interests include reading and writing practices in communities, literacy and early literacy, academic literacy, classroom discourse, and inclusion.

Maria Zélia Versiani Machado, Universidade Federal de Minas Gerais

She holds a degree in Letters from the Federal University of Minas Gerais (1986), a master's degree in Literary Studies from the Federal University of Minas Gerais (1997), and a doctorate in Education from the Federal University of Minas Gerais (2003). She conducted postdoctoral research on literary reading in rural contexts, supported by CNPq (National Council for Scientific and Technological Development). She is a retired professor from the Department of Teaching Methods and Techniques - DMTE, where she taught in the undergraduate courses in Letters, Pedagogy, and Rural Education (the latter since its establishment at the Faculty of Education). Currently, she is a volunteer professor in the Graduate Program at the Faculty of Education at UFMG. She was part of the team that established, in the 1990s, the Research Group on Children's and Youth Literature, now the Research Group on Literary Literacy - GPELL - at Ceale - Center for Literacy, Reading, and Writing - at FaE/UFMG. She coordinated the following research projects: a subproject on genres of Children's and Youth Literature, part of a research titled "Literary Production for Children and Youth in Brazil: Profile and Textual and Paratextual Developments"; "Literacies in Rural Communities: Social Practices of Reading and Writing in School and Non-School Situations," funded by FAPEMIG and later by CNPq. She has experience in Teaching Portuguese Language, focusing mainly on the following areas: reading and text production; reader development; teaching literature.

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Published

2025-03-18

How to Cite

Guzzo de Almeida, E., Castanheira, M. L., & Versiani Machado, M. Z. (2025). Leitura literária e multimodalidade: A exploração de poesia em aulas de espanhol. Todas As Letras - Revista De Língua E Literatura, 26(3). Retrieved from http://editorarevistas.mackenzie.br/index.php/tl/article/view/17314

Issue

Vol. 26 No. 3 (2024): Todas as Letras

Section

Dossiê Temático - Do papel ao digital: práticas de leitura literária

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Copyright (c) 2025 Elizabeth Guzzo de Almeida, Maria Lúcia Castanheira, Maria Zélia Versiani Machado

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

The originals accepted and published become property of Mackenzie Presbyterian University, being forbidden their total or partial reproduction without permission of the Editorial Board, except for study and research.