Signos da pandemia

multimodalidade, semiótica social e comunicação a partir do pensamento de Gunther Kress

Autores

  • Clarice Gualberto UFMG
  • Sônia Pimenta Universidade Federal de Minas Gerais

DOI:

https://doi.org/10.26512/les.v22i1.37273

Palavras-chave:

Pandemia, Multimodalidade, Semiótica Social, Gunther Kress

Resumo

Neste artigo, refletimos sobre alguns impactos da pandemia nas interações e na comunicação a partir do pensamento multimodal e sociossemiótico de Gunther Kress, relacionando exemplos com conceitos fundamentais à Semiótica Social, como identidade, poder, signo motivado e interesse. Além disso, propomos uma pequena homenagem a este autor que tanto nos influenciou. Para tanto, traçamos um breve histórico da sua carreira acadêmica, destacando algumas de suas principais publicações e discutindo conceitos e ideias desenvolvidas por ele ao longo de sua trajetória.

Palavras-chave: Semiótica Social. Gunther Kress. Multimodalidade. Pandemia.

 

Downloads

Não há dados estatísticos.

Referências

ADAMI, E.; AL ZIDJALY, N.; CANALE, G.; DJONOV, E.; GHIASIAN, M.; GUALBERTO, C.; KARATZA, S.; LIM, V. F.; PEDRAZZINI, A.; PIRINI, J.; WILDFEUER, J.; ZHANG, Y. PanMeMic Manifesto: Making meaning in the Covid-19 pandemic and the future of social interaction. Working Papers in Urban Language and Literacies, n. 273, 2020.

ADAMI, E.; KRESS, G. A social semiotic analysis of mobile devices: Interrelations of technology and social habitus. In PACHLER, N.; BACHMAIR, B.; COOK, J. Mobile learning: structure, agency, practices. New York: Springer, 2010. p. 187-206.

BEZEMER, J.; BLOMMAERT, J. Gunther Kress. In: CHAPELLE, C. (ed), The Encylopedia of Applied Linguistics. Oxford: Wiley Blackwell, 2012.

BEZEMER, J.; COPE, A.; KORKIAKANGAS, T.; KRESS, G.; MURTAGH, G.; WELDON, S; KNEEBONE, R. Microanalysis of video from the operating room: an underused approach to patient safety research. BMJ Quality & Safety, v. 26, p. 583-587, 2017.

BEZEMER, J.; KRESS, G.; COPE, A.; KNEEBONE, R. Learning in the operating theatre: a social semiotic perspective. In: COOK, V.; DALY, C.; NEWMAN, M. Work-based learning in clinical settings: Insights from socio-cultural perspectives. Abingdon: Radcliffe, 2012. p. 125-141.

BEZEMER, J; KRESS, G. Writing multimodal texts: A social Semiotic Account of Designs for learning. Written Communication, v. 25, p. 166-195, 2008.

BEZEMER, J; KRESS, G. Visualizing English: a social semiotic history of a school subject. Visual Communication. v. 8, n. 3, 2009.

BEZEMER, J; KRESS, G. Changing text: A Social Semiotic Analysis of Textbooks. Designs for learning. v. 3, n. 1-2, 2010.

BEZEMER, J.; KRESS, G. Touch: A resource for making meaning. Australian Journal of Language and Literacy, v. 37, n. 2, 2014.

BEZEMER, J.; KRESS, G. Multimodality, Learning and Communication: A Social Semiotic Frame. London: Routledge, 2016.

BEZEMER, J.; KRESS, G. Continuity and change: semiotic relations across multimodal texts in surgical education. Text & Talk, v. 37, n. 4, p. 509-530, 2017a.

BEZEMER, J.; KRESS, G. Young people, Facebook and pedagogy: Recognizing contemporary forms of multimodal text making. In KONTOPODIS, M., et al. Global Youth in Digital Trajectories, London: Routledge, 2017b.

BEZEMER J.; MURTAGH, G.; COPE, A.; KRESS, G.; MURTAGH, G.; KNEEBONE, R. "Scissors, Please": The Practical Accomplishment of Surgical Work in the Operating Theater. Symbolic Interaction, v. 34, n. 3, p. 398-414, 2011.

FAIRCLOUGH, N. Language and Power. London and New York: Longman, 1989.

FOWLER R; KRESS, G.; TREW, T.; HODGE, R. Language and Control. London: Routledge, 1979.

GUALBERTO, C.; KRESS, G. Social Semiotics. In HOBBS, R.; MIHAILIDIS, P. (ed.) The International Encyclopedia of Media Literacy. New York: Wiley-Blackwell, 2019a.

GUALBERTO, C.; KRESS, G. Contemporary Landscapes of Visual and Digital Communication: The Interplay of Social, Semiotic, and Technological Change. In PAUWELS, L.; MANNAY, D. The SAGE Handbook of Visual Research Methods. 2. ed. Thousand Oaks: SAGE. 2019b. p. 574-590.

HALLIDAY, M. Halliday: System and Function in Language: Selected Papers (Edited by G. Kress). London: Oxford University Press, 1976.

HALLIDAY, M. An introduction to functional grammar. London: Edward Arnold, 1985.

HODGE, R.; KRESS, G. Social Semiotics. Ithaca: Cornell University Press, 1988.

KALANTZIS, M.; COPE, B. After the COVID-19 Crisis: Why Higher Education May (and Perhaps Should) Never be the Same. CG Scholar, 2020. Disponível em: https://cgscholar.com/community/community_profiles/new-learning/community_updates/114650 Acesso em: setembro de 2020.

KRESS, G. Towards an Analysis of the Language of European Intellectuals. Journal of European Studies v. 8, p. 274-91, 1978.

KRESS, G. Media literacy as cultural technology in the age of transcultural media. In BAZALGETTE, C.; BREVORT, E.; J. SAVINO, J. (ed.) New Directions: Media Education Worldwide. London and Paris: BFI/ CLEMI, 1993a.

KRESS, G. Against arbitrariness: the social production of the sign as a foundational issue in critical discourse analysis. Discourse & Society, v. 4, n. 2, p. 169-19l, 1993b.

KRESS, G. Writing the future: English and the making of a culture of innovation. London: National Association for the Teaching of English, 1995a.

KRESS, G. Making signs and making subjects: the English curriculum and social futures, an inaugural lecture delivered at the Institute of Education, University of London on 2 March. London: Institute of Education, 1995b.

KRESS, G. Early Spelling. Between Convention and Creativity. London: Routledge, 2000a.

KRESS, G. Design and Transformation: New Theories of Meaning. In COPE, B.; KALANTZIS, M. (ed.). Multiliteracies: Literacy Learning and the Design of Social Futures. London: Routledge, 2000b. p. 149-158.

KRESS, G. Gains and losses: New Forms of Texts, Knowledge, and Learning. Computers & Composition, v. 22, n. 1, p. 5-22, 2005.

KRESS, G. Meaning and Learning in a World of Instability and Multiplicity. Studies in Philosophy & Education, v. 27, n. 4, p. 253-266, 2008.

KRESS, G. Multimodality: A Social Semiotic Approach to Contemporary Communication. London: Routledge, 2010.

KRESS, G. Designing Meaning: Social Semiotic Multimodality Seen in Relation to Ethnographic Research. In BOLLIG, S. et al. MultiPluriTrans in Educational Ethnography: Approaching the Multimodality, Plurality and Translocality of Educational Realities. Bielefeld: Transcript Verlag, 2015. p. 213-233.

KRESS, G.; HODGE, R. Language as Ideology. London: Routledge & Kegan Paul Books, 1979.

KRESS, G.; JEWITT, C.; BOURNE, J.; FRANKS, A.; HARDCASTLE, J.; JONES, K.; REID, E. Urban English Classrooms. London: RoutledgeFalmer, 2005.

KRESS, G.; JEWITT, C.; OGBORN, J.; TSATSARELIS, C. The Rhetorics of the Science Classroom: Multimodal Teaching and Learning. London: Continuum, 2001.

KRESS, G.; VAN LEEUWEN, T. Reading Images. Geelong: Deakin University Press, 1990.

KRESS, G.; VAN LEEUWEN, T. Reading Images: The Grammar of Visual Design. London: Routledge, 1996.

KRESS, G.; VAN LEEUWEN, T. Multimodal Discourse: The Modes and Media of Contemporary Communication. London: Edward Arnold, 2001.

LIM, V. F. Losses and Gains in Digital Learning. PanMeMic, 07 jul. 2020. Disponível em: https://panmemic.hypotheses.org/568. Acesso em: ago. 2020.

LINDSTRAND, F. Interview with Gunther Kress. Designs for Learning, v.1, n. 2, p. 60–71, 2008.

VAN DIJK, T. Principles of Critical Discourse Analysis. Discourse and Society, v. 4, p. 249-283, 1993.

WODAK, R. Language, power and ideology. Amsterdam: John Benjamins, 1989.

Downloads

Publicado

2021-06-30

Como Citar

Gualberto, C., & Pimenta, S. (2021). Signos da pandemia: multimodalidade, semiótica social e comunicação a partir do pensamento de Gunther Kress. Cadernos De Linguagem E Sociedade, 22(1). https://doi.org/10.26512/les.v22i1.37273

Edição

Seção

Dossiê Estudos em Semiótica Social na América Latina