<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742024000100614</article-id>
<article-id pub-id-type="doi">10.1590/1980531410073</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O TRABALHO COM FOTOGRAFIAS EM SALA DE AULA: UMA ANÁLISE MULTISSEMIÓTICA]]></article-title>
<article-title xml:lang="es"><![CDATA[EL TRABAJO CON FOTOGRAFÍAS EN EL AULA: UN ANÁLISIS MULTISEMIOTICO]]></article-title>
<article-title xml:lang="fr"><![CDATA[TRAVAILLER AVEC DES PHOTOGRAPHIES EN CLASSE: UNE ANALYSE MULTISÉMIOTIQUE]]></article-title>
<article-title xml:lang="en"><![CDATA[WORKING WITH PHOTOGRAPHS IN THE CLASSROOM: A MULTISEMIOTIC ANALYSIS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Isabela Vieira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Hellen Teixeira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Helena Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Alfenas  ]]></institution>
<addr-line><![CDATA[Alfenas MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Lavras (UFLA)  ]]></institution>
<addr-line><![CDATA[Lavras MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Lavras (UFLA)  ]]></institution>
<addr-line><![CDATA[Lavras MG]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>54</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742024000100614&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742024000100614&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742024000100614&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A fotografia é um gênero bastante recorrente na vida social, mas tem sido relativamente pouco estudada no contexto escolar. Essa proposta está fundamentada na Base Nacional Comum Curricular, que recomenda a inclusão de semioses múltiplas nas atividades de leitura, escrita e interpretação dos alunos, que precisam desenvolver sua capacidade de analisar criticamente o que leem em âmbito visual. Portanto buscamos criar propostas para a análise de fotografias em sala de aula. Com isso, encontramos respaldo metodológico nas categorias de modalização. A partir disso, mostramos como as fotografias integram um contexto discursivo e não podem ser lidas de forma dissociada desse contexto, ou seja, o conhecimento de mundo do leitor é relevante para o processo de produção de sentidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La fotografía es un género recurrente en la vida social, pero ha sido relativamente poco estudiado en el contexto escolar. Esta propuesta está fundamentada en la Base Nacional Comum Curricular, que recomienda la inclusión de la semiosis múltiple en las actividades de lectura, escritura e interpretación de los alumnos que necesitan desarrollar su capacidad de analizar críticamente lo que leen en un contexto visual. Por ello, buscamos crear propuestas para el análisis de fotografías en el aula. Con esto encontramos apoyo metodológico en las categorías de modalización. A partir de esto, mostramos cómo las fotografías integran un contexto discursivo y no pueden leerse separadamente de este contexto, es decir, el conocimiento del mundo por parte del lector es relevante para el proceso de producción de significado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé La photographie est un médium très présent dans la vie sociale, même si elle n&#8217;est pas suffisamment étudiée dans le contexte scolaire. La proposition de travailler ce médium en classe s&#8217;appuie sur la Base Nacional Comum Curricular, qui recommande l&#8217;inclusion de multiples sémioses dans les activités de lecture, d&#8217;écriture et d&#8217;interprétation afin que les élèves puissent développer leur capacité d&#8217;analyser de manière critique ce qu&#8217;ils lisent visuellement. Nous avons donc cherché à créer des propositions visant à analyser des photographies en classe, du point de vue méthodolo- gique, des types de modalisation. À partir de cela, nous avons montré que les photographies s&#8217;inscrivent dans un contexte discursif et ne peuvent être lues indépendamment de ce contexte, c&#8217;est-à-dire que la connaissance du monde du lecteur est pertinente pour le processus de production de sens.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[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&#8217; knowledge of the world is relevant to the process of producing meanings.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[APRENDIZAGEM VISUAL]]></kwd>
<kwd lng="pt"><![CDATA[PARÂMETROS CURRICULARES]]></kwd>
<kwd lng="pt"><![CDATA[FOTOGRAFIA]]></kwd>
<kwd lng="pt"><![CDATA[EDUCAÇÃO PELA MÍDIA]]></kwd>
<kwd lng="es"><![CDATA[APRENDIZAJE VISUAL]]></kwd>
<kwd lng="es"><![CDATA[PARÁMETROS CURRICULARES]]></kwd>
<kwd lng="es"><![CDATA[FOTOGRAFÍA]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN EN MEDIOS]]></kwd>
<kwd lng="fr"><![CDATA[APPRENTISSAGE VISUEL]]></kwd>
<kwd lng="fr"><![CDATA[PARAMÈTRES CURRICULAIRES]]></kwd>
<kwd lng="fr"><![CDATA[PHOTOGRAPHIE]]></kwd>
<kwd lng="fr"><![CDATA[ÉDUCATION AUX MÉDIAS]]></kwd>
<kwd lng="en"><![CDATA[VISUAL LEARNING]]></kwd>
<kwd lng="en"><![CDATA[CURRICULAR PARAMETERS]]></kwd>
<kwd lng="en"><![CDATA[PHOTOGRAPHY]]></kwd>
<kwd lng="en"><![CDATA[MEDIA EDUCATION]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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