THE USE OF MULTISEMIOTIC TEXT FOR LITERACY AND LITERACY

Abstract

The use of multisemiotic text has stood out as a pedagogical strategy for literacy and literacy, as it enables the use of different languages in the learning process. This study aims to present the results of the use of multisemiotic text in the literacy and literacy process of school-age students. The results showed that the use of multisemiotic texts contributed to the development of reading, writing and understanding skills in different languages in students, making the learning process more meaningful and enjoyable. In addition, students demonstrated greater participation and engagement in school activities. The use of multisemiotic text can be an effective strategy for literacy and literacy of school-age students, contributing to the formation of more critical, reflective and creative individuals. Therefore, it is important that teachers include this strategy in their pedagogical practice to make the learning process more complete and meaningful.