Multimodalidade nas apresentações da iniciação científica no ensino médio: relações entre gesto, prosódia e modos semióticos na escrita.

Abstract

The work of initiation to research contributes to the acquisition of oral text genre, and to the improvement of written language, including the construction of support for these presentations, the preparation of reports and scientific articles. The general objective is to investigate the effects of semiotic modes of writing on PowerPoint slides, which influence the presentation of the research by undergraduate students in the process of appropriation of scientific language. The specific objectives are: i) to analyze the multimodal aspects of writing in the technological and language tool in the presentations of a student of scientific initiation; (ii) identify and describe the prosodic markings of the speech and the gestures during the presentations of the research of scientific initiation; iii) to compare the multimodal aspects of the student's language in the presentation of scientific research in the presence and in the absence of semiotic modes in writing present in technological tools. The study is supported by the multimodal perspective of language according to Kendon (1980, 1982, 2004, 2009, 2017); McNeill (1992, 2006, 2016); Goldin-Meadow (2007, 2013); Cavalcante (2018), Fonte (2011), Fonte et al (2014); among others. The research is qualitative-quantitative, longitudinal and of the case study type, in which a high school student from the scientific initiation of a college in Caruaru-PE participated. The data collection procedure adopted was filming of the research presentations during the process of appropriating the scientific language. Data transcription was performed with ELAN software, which makes it possible to transcribe vocal productions, prosodic markings and gestures at the exact time of their occurrence. The data also revealed that, in the presence of semiotic modes in writing, in some moments, influences occurred, reflecting, in turn, in the student's language. On the other hand, in several moments of the presentation, the student had his body facing the audience and the gestures followed the speech, thus confirming the gesturevocal inseparability, because throughout the process of appropriating the scientific language and knowing the multimodal aspects of oral and written language, we found a significant increase in the use of multimodal marks on slides. In the educational field, there were benefits with regard to oral and written languages, developing the multimodality that increased school performance, in the social it is related to the exchange of knowledge with other researchers and the academic relevance with the publications and presentation of the research developed in the scientific initiation. We emphasize that oral multimodality is above the multimodal marks of writing. The student appropriates a genre that is new and therefore used only five resources in the first PowerPoint presentation, in the second moment there were the use of twenty-three, and, with the course of classes, there is an incidence of seventy-four semiotic marks of the writing presented in the final slides. It is common to use speech/gesture, confirming that it is intrinsic to thought.