Working With Photographs in the Classroom: A Multisemiotic Analysis

Abstract

Photography is a genre that is quite recurrent in social life but has been relatively little studied in the school context. This proposal is based on the Base Nacional Comum Curricular, which recommends the inclusion of multiple semioses in the reading, writing and interpretation activities of students, who need to develop their ability to critically analyze what they read visually. Therefore, we seek to create proposals for the analysis of photographs in the classroom. With this, methodological support has been found in the categories of modalization. Through this, we have shown how photographs integrate a discursive context and cannot be read in a way that is dissociated from that context, that is, readers’ knowledge of the world is relevant to the process of producing meanings.