Multimodal Texts as Didactic Resources for Teaching Writing in a Rural Educational Center

Abstract

Primary schools remain fundamental for students in the process of assimilation and understanding of verbal and non-verbal language. From this perspective, the objective of the study was to analyze the didactic use of multimodal texts for teaching writing to primary school students in a Rural Educational Center. The methodology used was Educational Action Research. The data collection instruments were the interview, the field diary and the textual productions of three fourth grade students and two fifth grade students. The results yielded the following categories: writing as a cultural and multimodal practice, the role of the teacher, writing in rural areas and difficulties in the production of texts. In the conclusions it is stated that rurality becomes a trigger for the production of multimodal texts that motivates students to write about everyday life, the natural environment and the family.

Keywords

• elementary school
• didactics
• writing
• multimodality
• rurality