Le Simplegadi

Questo contributo indaga le modalità di costruzione del senso dal punto di vista visivo/verbale in un sottocorpo di siti web istituzionali progettati da adulti al fine di sensibilizzare i bambini delle scuole elementari e medie sui loro diritti. I materiali multimodali di questo sottocorpo sono stati testati, per mezzo di questionari ed interviste semi-strutturate, su 100 bambini dalla terza elementare alla terza media in una scuola del territorio in cui l’inglese viene utilizzato come lingua veicolare. Lo studio utilizza la grammatica sistemica funzionale nella sua declinazione socio-semiotica applicata ad altri ‘modi’ comunicativi. Si rifà al concetto di empowerment come processo sociale multi-dimensionale che è stato indagato per mezzo di liste che si concentrano sulle principali strategie verbali e nonverbali messe in atto dai bambini per creare il senso in testi multimodali. Più precisamente, questo contributo discute i risultati emersi da questionari ed interviste semi-strutturate in riferimento soprattutto ai concetti di usabilità, accessibilità, consapevolezza critica, ed impatto dei messaggi. Il focus principale risiede nell’interfaccia tra le esplorazioni (spesso inadeguate) dei siti da parte dei bambini, e le strategie (spesso ‘difettose’) di costruzione dei siti stessi da parte degli adulti. Le implicazioni di questa ricerca sono duplici: da una parte, fornire ai giovani discenti le strategie per estrarre il senso da questi materiali e sviluppare la loro autonomia e coscienza critica; dall’altro, creare liste e linee guida per la costruzione multimodale di materiali da parte degli adulti, così da porre le basi per configurare una pedagogia linguistica critica che ponga al centro il ruolo del ‘discorso’ nelle pratiche sociali.

DOI: 10.17456/SIMPLE-60

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