Contributions from Semiotics to the practices of multiliteracies

Abstract

The article takes the semiotics as its theoretical framework, the general theory of meaning that supports the approach of any text or social practice through the use of consistent methodological instruments, in order to reflect on the multiliteracies. Such concept is considered to be settled upon two main axes: the relationship between languages in the production of syncretic texts and the social practices in which they are put into social circulation. To illustrate the analysis possibilities and the contributions to teaching that stem from them, the article tackles, based on the levels of pertinence proposed by Fontanille and the concept of syncretism, the teaching of reading at school, going through different genres such as news, book covers, blogs, narrative adventures and online petitions. The analysis aims to play a part in facing the challenges imposed by the texts, objects and contemporary practices of teaching reading. It is also intended to deepen the dialog between semiotics and the theories concerning teaching and multiliteracies.