Made available in DSpace on 2016-04-28T19:33:42Z (GMT). No. of bitstreams: 1 Maria do Carmo Meirelles Reis Branco Ribeiro.pdf: 3948550 bytes, checksum: 9624b6700a7237495ce848939071a18a (MD5) Previous issue date: 2013-10-01 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This Thesis is situated on the Critical Discourse Analysis, with the social cognitive and Social Semiotics sheds. Its theme is the relevance of contexts for text organization in multimodal printed advertisements. Cognition, as well as Society and Discourse must be considered as categories in order to accomplish a discourse critical analysis. Discourse is defined by the social roles performed by its participants, their functions and their actions, text is a product of a multimodal semiotics manifestation, originated in a speech macroact. Including Cognition as an analysis category provides a socio-cognitive point of view for discourse and new perspectives for understanding advertisements multimodal texts. This thesis is justified by the fact that high technologies and globalization have changed discourses, mainly for multimodal texts, so that new possibilities of reading such texts must be improved. This research focused advertisements texts published in Brazilian magazines, from 2005 to 2013. The general purpose is to contribute for studies on multimodal texts. The specifics objectives are: 1.to analyze the relation between images/linguistics expressions in producing meaning; 2.to verify argumentative strategies of advertisement speech macro-act;3.to identify advertisement text organization, in order to consider it a text genre; 4. to examinate the relation text/context in meaning production. The results of this search show that:1. images are linked to verbal expressions, producing meaning, and completing its semic area; 2. strategies are a consequence of space, colors resources, as well as inferences that complete the semic area; 3.advertisement is a text genre, defined by the hierarchy of the argumentative sequence, in which are placed narrative, descriptive and dialogue sequences 4. production and interpretation of advertisements texts is linked to cognitive, language, discourse and social contexts. In conclusion, there is a relation between the Cognition category and the Society and Discourse categories / Esta tese está situada na Análise Crítica do Discurso com as vertentes sócio-cognitiva e Semiótica Social, e tem por tema os contextos e a construção discursiva em anúncios publicitários multimodais impressos. Pressupõe-se que para a realização de uma análise crítica do discurso, deve-se considerar, não só as categorias Sociedade e Discurso, mas também a Cognição. Define-se discurso por seus participantes, suas funções e ações e texto como produto construído pela manifestação semiótica multimodal, a partir de um macroato de fala. O discurso publicitário tem como macroato de fala a intenção de transformar o interlocutor em consumidor do produto anunciado. Ao se inserir a categoria Cognição, tem-se uma visão sócio-cognitiva do discurso, com novas perspectivas para a compreensão de textos multimodais publicitários. Esta tese se justifica, pois houve mudança no discurso, devido às altas tecnologias e à globalização, privilegiando-se os textos multimodais, para os quais é necessário buscar outras possibilidades de leitura. Foram analisados anúncios publicados em revistas brasileiras entre 2005 e 2013. O objetivo geral é contribuir com as investigações de atos de leitura de textos multimodais e, os específicos:1.analisar a relação imagens/expressões linguísticas na construção de sentidos; 2.verificar estratégias argumentativas do macroato de fala publicitário; 3.identificar a organização textual de anúncios publicitários, como gênero textual; 4. Examinar a relação texto/contexto para a construção de sentidos. Os resultados obtidos mostram que: 1. Imagens interrelacionamse com o verbal na produção significativa, complementando a área semântica; 2.As estratégias utilizadas decorrem de recursos espaciais, de cores; de explicitações inferenciais para complementação sêmica; de ressemantizações de lexemas; de construção sêmica de novas designações ; 3. O anúncio publicitário é um gênero textual, definido pela hierarquia da sequência argumentativa, na qual se incrustam as sequências narrativa, descritiva e dialogal; 4. A produção e a interpretação dos textos publicitários são ligadas a contextos cognitivos, de linguagem, discursivo e social. Conclui-se que há interrelação entre a categoria Cognição a as categorias Sociedade e Discurso

This study examines English language teaching practices at a public secondary school in Korea. The study documents teaching practices and participation and interaction in class, within the context of the National Curriculum for English Education. Classroom practices, the Curriculum and the textbook used by the teacher are analysed from the perspective of language as a meaning-making resource and language learning as learning how to mean. An ethnographic research approach to data collection and analysis has been employed. Classes were video-recorded and transcribed in order to describe English language use. This took place in two stages. In the first stage the teacher’s normal English lessons based on a textbook were documented. In the second, intervention stage, the teacher and researcher planned and implemented text-based lessons with the same class. The analysis of the Curriculum, the textbook and English use in normal classes reveals a theory of language and language teaching based on learning traditional grammar and memorization of words and phrases. The intervention lessons offered alternative opportunities for students to share meanings in English. The evidence from this study has provided insights into the social practices and discourses in an English as a foreign language secondary school class. The analysis shows discourse changes depending on the type of texts used. The use of authentic texts offered students opportunities for making meanings in context. This has implications for teaching English in Korea, particularly given the National Curriculum’s aim to develop communication skills in English. The study proposes further research into the application of text-based and content-based teaching to develop learners’ meaning-making in English. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1317189 / Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2007

This is a study of assessment in mathematics classrooms and assessment is here regarded as a concept with broad boundaries including e.g. diagnostic tests, portfolios, and acts in teacher-student communication. The study’s purpose is to analyse and understand assessment acts in discursive practices in mathematics classroom communication in terms of affordances for students’ active agency and learning. Five mathematics classrooms are visited and the main data consists of video-recordings and written classroom material. In the study, I examine assessment acts, focuses of assessment acts, and roles of semiotic resources (symbols, gestures, speech etc.). With these findings as a basis, four discourses of assessment in mathematics classrooms are construed. A main conclusion is how the construed discourses hold different affordances for students’ active agency and learning. One discourse, “Do it quick and do it right” has similarities to a traditional discourse of assessment described in previous research. In a second discourse, “Anything goes”, students’ performances that can be regarded as mathematically inappropriate are left unchallenged. In both these discourses the affordances for students’ active agency and learning of mathematics are considered low. In a third discourse, “Anything can be up for a discussion”, the focuses of assessment acts are mainly on mathematics processes and available semiotic resources are connected to these focuses. The fourth discourse, “Reasoning takes time”, takes it one step further with a lower pace and an emphasis on mathematics processes such as reasoning and problem-solving. In these two latter discourses the affordances for students’ active agency and learning of mathematics are high. I contend that there is positive power in an increased awareness of discourses like these. The four discourses of this study can be powerful in discussions about, understandings of, and positive changes in assessment practices in mathematics classrooms.

Ett gemensamt meningsskapande i skolans naturvetenskapliga klassrum förutsätter en interaktion som i allt högre grad kommer att präglas av ett naturvetenskapligt språkbruk. Utvecklingen av ett naturvetenskapligt ämnesspråk innebär ofta en stor utmaning för flerspråkiga elever som lär sig naturvetenskap på sitt andraspråk och vars behov av stöttning därför är särskilt stort. Denna studie utforskar döva och hörselskadade elevers lärande naturvetenskap i ett tvåspråkigt NO-klassrum där meningsskapandet sker genom svenskt teckenspråk och skriven svenska. Avhandlingens övergripande frågor är hur svenskt teckenspråk och svenska används i dialogen och hur dessa språk, i interaktion med andra modaliteter, bidrar till meningsskapandet i naturvetenskap. En grupp på två lärare och åtta elever, alla döva och teckenspråkig tvåspråkiga, filmades i totalt sjutton NO-lektioner. Klassrumskommunikation i denna teckenspråkigt tvåspråkiga miljö med naturvetenskapliga artefakter som modeller, tabeller och övrig naturvetenskaplig utrustning analyseras sedan från ett multimodalt socialsemiotiskt perspektiv där språk och modaliteter diskuteras som potentiella resurser i meningsskapandet. Resultaten visar en komplex dialog där språk och modaliteter hela tiden växlar på ett sätt som starkt bidrar till att driva dialogen framåt. Vidare framstår det visuella-gestuella teckenspråket som en kraftfull modalitet. I synnerhet spelar avbildande tecken en framträdande roll i dialogen och i det naturvetenskapliga meningsskapandet. Språkväxlingar i den teckenspråkiga dialogen sker dynamiskt i form av sömlösa och spontana växlingar men utnyttjas även som pedagogiskt verktyg. Teckenspråkets kontextbundenhet kräver dessutom ibland tvärspråkliga resonemang på metanivå där oklarheter såväl som likheter och skillnader mellan olika språkliga uttryck kan redas ut. Resultaten uppmärksammar också lärarnas viktiga roll för att stötta eleverna i det naturvetenskapliga meningsskapandet liksom för utvecklingen av ett naturvetenskapligt språk. I diskussionen lyfts behovet av pedagogiska strategier som stärker stöttningen av döva och hörselskadade elevers teckenspråkiga tvåspråkiga meningsskapande i naturvetenskap. / A collaborative meaning-making process in the natural science classroom presupposes an interaction that to an increasing extent is characterised by scientific language usage. Developing a scientific subject-oriented language is often a great challenge for multilingual pupils learning natural science in their second language and whose consequent need of scaffolding is especially great. This study examines how natural science is learned amongst deaf and hard-of-hearing students in a bilingual science classroom where the meaning-making is conveyed through sign language and written Swedish. The primary questions of the thesis are how Swedish Sign Language and Swedish are used in dialogue and how these languages, in interplay with other modalities, contribute to the meaning-making process in the teaching of natural science. A group consisting of two teachers and eight pupils, all deaf or hard-of-hearing and sign bilingual, were filmed during a total of seventeen science lessons. Communication within the classroom, consisting of a sign bilingual environment with natural science artefacts, such as models, tables and other science equipment, is then analysed from a multimodal social semiotic perspective, where language and modalities are discussed as potential resources in the meaning-making process. The results depict a complex dialogue where languages and modalities are shifted between in a manner highly conductive to the further progress of dialogue. In addition, the visual-gestured aspects of the sign language appear as a potent modality. Especially depicting signs play a prominent role in the dialogue and the scientific meaning-making process. Dynamic language shifting occurring in the signed dialogue in the form of seamless and spontaneous transitions and used actively as a pedagogical tool is analysed and discussed within a framework of translanguaging. The contextual restrictions of sign language also require cross-linguistic discussions on a meta-level in instances where uncertainties as well as differences and similarities between various linguistic expressions are sorted out. The results also emphasise the important role of teachers in supporting pupils in the scientific meaning-making process as well as in the development of a scientific language. In the discussion, the need for pedagogical strategies is stressed in order to strengthen support for the sign bilingual scientific meaning-making process of deaf and hard-of-hearing pupils.

This thesis aims to contribute to the growing body of knowledge concerning the adult basic literacy education in the Nordic countries and broaden research on literacy from its traditional focus on verbal texts to include images and visual texts. The thesis comprises a research survey concerning adult literacy and two empirical, exploratory studies focusing on the use of visual texts in the basic Swedish language programme for adult immigrants, Svenskundervisning för invandrare (sfi). The first study presents international and Nordic research on literacy with a focus on current sociocultural, and critical perspectives. Together with the three concepts of mutual respect, meaningfulness and participation, an ‘expansive’ model for adult literacy instruction is also presented. The second study deals with the teachers´ views on appropriate visual materials for second language and literacy teaching. The results show an extensive but diversified usage of visual material but also that literacy teachers pay very close attention to participants´ sociocultural background in their image selection but tend to underestimate their cognitive ability. From a critical perspective the teachers´ statements can be regarded as part of a discursive practice in which they unintentionally contribute to a discourse construction of an identity of deficiency of the learners. The third study examines and compares, how adult second language learners interact with and understand a number of Swedish election posters. The analyses identify processes and variations in the learners´ interaction. The results show that the reconstructions of the visual texts are influenced by the participants´ linguistic, educational and cultural ‘repertoires’, as well as the posters´ graphic, visual and textual design. A certain level of linguistic proficiency as well as formal schooling and knowledge of the current discourse seem to be indispensable for making the intended interpretations.

This thesis examines meaning-making in three different areas of undergraduate physics: the refraction of light; electric circuits; and, electric potential and electric potential energy. In order to do this, a social semiotic perspective was constituted for the thesis to facilitate the analysis of meaning-making in terms of the semiotic resources that are typically used in the teaching and learning of physics. These semiotic resources include, for example, spoken and written language, diagrams, graphs, mathematical equations, gestures, simulations, laboratory equipment and working practices. The empirical context of the thesis is introductory undergraduate physics where interactive engagement was part of the educational setting. This setting presents a rich data source, which is made up of video- and audio recordings and field notes for examining how semiotic resources affect physics teaching and learning. Theory building is an integral part of the analysis in the thesis, which led to the constitution of a new analytical tool – patterns of disciplinary-relevant aspects. Part of this process then resulted in the development of a new construct, disciplinary affordance, which for a discipline such as physics, refers to the inherent potential of a semiotic resource to provide access to disciplinary knowledge. These two aspects, in turn, led to an exploration of new empirical and theoretical links to the Variation Theory of Learning. The implications of this work for the teaching and learning of physics means that new focus is brought to the physics content (object of learning), the semiotic resources that are used to deal with that content, and how the semiotic resources are used to create patterns of variation within and across the disciplinary-relevant aspects. As such, the thesis provides physics teachers with new and powerful ways to analyze the semiotic resources that get used in efforts to optimize the teaching and learning of physics.

In this thesis, I critique the representation of pre-adolescent and teen femininity in M and the influence of the teen fan genre on identity development. This discussion revolves around a social semiotic analysis of four texts and two sub-texts, and a social semiotic auto-ethnographic exploration of my experience as a reader of teen fan publications. Among the texts, a feminine identity is represented through eight interlocking semiotic themes: fashion and beauty, celebrity idolization, entertainment, consumerism, heterosexuality/romance, friendship, celebrity as occupation, and affluent lifestyle. My research findings show that the portrayal of femininity in M is a narrow and unrealistic ideal. Conveyed through celebrity worship, femininity is a highly (hetero)sexualized, racialized, thin, able-bodied, affluent, mass-mediated, and (self-)commodified ideal that perpetuates age ambiguity As the discussion of my adolescence shows, the representation of femininity in the teen fan genre can thwart creativity and contribute to a negative self-concept. Finally, teen fan magazines were important in assisting in the creation of a (pre-)adolescent feminine self, but it was only one institution in which my identity formed. My self-concept emerged from social regulation via the interconnected relationship among teen fan magazines, mall and school cultures, and family.

Η παρούσα διδακτορική διατριβή προτείνει ένα εννοιολογικό πλαίσιο σχεδιασμού μαθησιακών αντικειμένων το οποίο εμφορείται από την Κοινωνική Σημειωτική και από τη Θεωρία της Ρητορικής Δομής. Προτείνεται μια θεώρηση των μαθησιακών αντικειμένων ως πολυτροπικών ψηφιακών κειμενικών μακρο-ειδών τα οποία αποτελούνται από ψηφιακά κειμενικά μικρο-είδη. Η οργάνωση του μαθησιακού περιεχομένου μοντελοποιείται μέσα από διάφορα συστημικά δίκτυα τα οποία αναπαριστούν τις σχεδιαστικές επιλογές του δημιουργού των μαθησιακών αντικειμένων. Με αυτό το σημειωτικό πλαίσιο στη διάθεσή του ένας δημιουργός μαθησιακών αντικειμένων μπορεί να εξοπλιστεί με τα εννοιολογικά εκείνα εργαλεία τα οποία θα του επιτρέψουν: α) να δημιουργήσει ή να χρησιμοποιήσει διάφορους τύπους κειμενικών μικρο-ειδών σύμφωνα με τις επικοινωνιακές λειτουργίες που αυτά εξυπηρετούν, β) να συνδέσει μεταξύ τους αυτούς τους τύπους μέσα από μια σειρά συζευκτικών σχέσεων και γ) να εκφράσει μέσα στο μαθησιακό περιεχόμενο τις επικοινωνιακές του προθέσεις απέναντι σε μια συγκεκριμένη ομάδα – στόχο χρηστών. / This thesis proposes a conceptual framework for designing learning objects which is imbued by Social Semiotics and Rhetoric Structure Theory. An outlook of learning objects as digital multimodal macrogenres composed by digital microgenres is proposed. The organization of learning content is modeled through several systemic networks which represent the design choices of the learning objects’ author. With this semiotic framework at his disposal, a learning objects’ author can be equipped with those conceptual tools that will enable him: a) to create or use different types of microgenres according to the communicative functions they serve, b) to link these types through a series of conjunctive relations and c) to express within the learning content his communicative intentions towards a particular target group of users.

I studien analyseras och jämförs två versioner av det vägledande dokumentet ESG (Standards and Guidelines for Quality Assurance in the European Higher Education Area). Skrivelserna i dokumenten uttrycker standarder och riktlinjer som har till syfte att vägleda lärosäten i arbetet med kvalitetssäkring av högre utbildning inom EHEA (European Higher Education Area). De två versioner som analyseras och jämförs är det engelska originaldokumentet som formulerats inom det europeiska samarbetet Bolognaprocessen samt en svensk översättning formulerad av Universitetskanslersämbetet (UKÄ), den myndighet som i Sverige ansvarar för kvalitetssäkring av högre utbildning på nationell nivå. Syfte Studiens syfte är att analysera och jämföra hur kvalitet och kvalitetssäkring förstås vid läsning av vägledande dokument för kvalitet och kvalitetssäkring inom EHEA och i Sverige. Metodologisk ansats I studien antas ett förhållningssätt där arbetet med urval och analysarbete betraktas som en abduktiv process. Studien utgår ifrån ett socialsemiotiskt och ett diskursteoretiskt perspektiv vilket medför ett dynamiskt samspel mellan teori, metod, forskningsobjekt och frågeställningar. I denna dynamik tillåts under arbetets gång det epistemologiska perspektivet och det diskursiva teoretiska perspektivet som helhet vara en aspekt av analysarbetet, den process där metodval och urval görs samt vid skapande av forskningsobjekt och frågeställningar. Med detta förhållningssätt genomförs en kritisk diskursanalys via kvalitativ innehållsanalys av skriven text. Resultat Resultatet identifierar en semiotisk aspekt av den problematik i den sociala praktiken som studien fokuserar. Problematiken i den sociala praktiken tar sig i uttryck genom att det förekommer formuleringar i den svenska översättningen av ESG är motsägelsefulla, inkonsekventa och inte är överensstämmande med gängse praktik och därmed inte heller med den sociala ordningen. Den semiotiska aspekten är den diskrepans som förekommer i terminologin, den terminologi som bidrar till skapandet av gemensam kunskap och förståelse i den sociala praktiken. I resultatet redovisas fem identifierade kvalitetsaspekter: (I) Granskning och kontroll, (II) Redovisningsansvar, uppföljning och översyn, (III) Läranderesultat, (IV) Lärande och undervisning samt (V) Bedömning. / In this study, two versions of the indicative document ESG (Standards and Guidelines for Quality Assurance in the European Higher Education Area) are analyzed and compared.  The documents express standards and guidelines that aim to guide higher education institutions within the EHEA (European Higher Education Area) in their work with quality assurance. The analyzed and compared versions of the document is the original document printed in English and authored within the Bologna process and a Swedish translation authored by Universitetskanslersämbetet (UKÄ), the Swedish authority with responsibility for quality assurance in higher education on a national level. Aim The aim of this study is to analyze and compare how quality and quality assurance is understood by reading indicative documents for quality and quality assurance within the EHEA and Sweden. Metodological approach The selection of empirical material and the analytical process is considered an abductive process. In this study, a social semiotic perspective and a discourse theoretical perspective are used. This enables a dynamic interaction between theory, method, research objectives and research questions. This dynamic allows for epistemology and discourse theory to function as one unit as an aspect of the analytical process. With this approach, a critical discourse analysis is preformed via a qualitative content analysis of written text. Result The result identifies a semiotic aspect of the focused problem in the social practice. The problematic aspect within the social practice expresses itself through discrepancy between the two documents which are not consistent with regular practice and the order of discourse. The semiotic aspect is the discrepancy occurring in the terminology, the terminology that contributes to constructing a collective knowledge and meaning in the social practice. Furthermore five quality aspects are identified: (I) Granskning och kontroll (Audit and control), (II) Redovisningsansvar, uppföljning och översyn (Accountability, monitoring and review), (III)  Läranderesultat  (Learning outcomes),  (IV)  Lärande och  undervisning (Learning  andteaching) and (V) Bedömning (Assessment).

Submitted by VANESSA OECHSLER (vanessa.oechsler@ifsc.edu.br) on 2018-05-25T13:29:50Z No. of bitstreams: 1 tese-vanessa-oechsler.pdf: 8172159 bytes, checksum: d8ad674de4b01dedb5d2d56f15691f64 (MD5) / Approved for entry into archive by Ana Paula Santulo Custódio de Medeiros null (asantulo@rc.unesp.br) on 2018-05-25T16:25:01Z (GMT) No. of bitstreams: 1 oechsler_v_dr_rcla.pdf: 7825481 bytes, checksum: 3748c163761ed10afed06c3b0b1f9980 (MD5) / Made available in DSpace on 2018-05-25T16:25:01Z (GMT). No. of bitstreams: 1 oechsler_v_dr_rcla.pdf: 7825481 bytes, checksum: 3748c163761ed10afed06c3b0b1f9980 (MD5) Previous issue date: 2018-04-27 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Atualmente vários alunos utilizam vídeos para sanar dúvidas com relação ao que foi exposto em sala de aula. Mas, será que esses alunos, além de assistirem, também produzem vídeos? E, se produzem, como se comunicam em vídeos que exploram conteúdos de Matemática? Esta pesquisa, apresentada neste trabalho como uma metáfora da produção de vídeos, tem por objetivo investigar qual a natureza da comunicação na Escola Básica quando vídeos são produzidos em aulas de Matemática. O trabalho de campo foi desenvolvido com turmas de nono ano em três escolas municipais da cidade de Blumenau (SC): EBM Felipe Schmidt, EBM Quintino Bocaiúva e EBM Wilhelm Theodor Schürmann. Nessas escolas, os alunos trabalharam em grupos e cada um deles produziu um vídeo com conteúdo matemático. Esse processo de produção foi dividido em cinco etapas: (i) Apresentação da proposta e de ideias de vídeos (animação, videoaula, encenação, vídeo com slides, entre outros); (ii) Elaboração do roteiro; (iii) Gravação das Imagens; (iv) Edição das cenas e (v) Exibição dos vídeos para a turma. No total, foram produzidos 19 vídeos. Todas essas etapas foram registradas em áudio e vídeo, consistindo, junto com o diário de campo, as entrevistas e os vídeos produzidos, nos dados da pesquisa. Trata-se de uma pesquisa qualitativa, em que o foco principal de análise é o processo de produção dos vídeos, destacando-se as escolhas realizadas pelos produtores dos materiais. Esse processo de produção foi embasado e analisado à luz da Teoria da Semiótica Social, da multimodalidade e do construto teórico seres-humanos-com-mídias. O processo de produção consistiu em um coletivo de atores humanos (entre eles alunos, professores, familiares e colegas) aliados a um coletivo de atores não humanos (como câmeras, editores de vídeos, softwares, entre outros) que, ao final, contribuíram, em sua coletividade, na produção do significado emitido no vídeo. Percebe-se que os vídeos potencializaram a comunicação multimodal, tendo os produtores utilizado, para isso, diversos modos, como a oralidade, a escrita (em língua materna e a simbologia Matemática) e a representação visual, característicos da linguagem Matemática, aliados a gestos, áudio, imagem em movimento, figurino e cenário, característicos da linguagem cinematográfica. A escolha de cada um desses modos partiu de um processo de negociação entre os produtores, ao longo do qual optaram pelos modos que consideravam potencializar as explicações do conteúdo matemático explorado. Para que os produtores comuniquem o conteúdo, é necessário que o estudem e compreendam, de maneira que possam explicá-lo no vídeo. Essa explicação, muitas vezes, é a combinação de uma linguagem não formal da Matemática com gestos, imagens, som, entre outros. O aluno, em geral, verbaliza o seu entendimento do conteúdo com suas próprias palavras, aliado a outros modos, apresentando um indício daquilo que compreendeu desse mesmo conteúdo e que pode ser, posteriormente, discutido em sala de aula, levando a uma formalização da linguagem. A produção de vídeos se mostrou com um processo de caráter coletivo e multimodal, que, nessa interação dos seres-humanos-com-mídias, contribuiu para a comunicação dos produtores, culminando em sinais de sua aprendizagem. / Several students nowadays are using videos to address issues related to contents that have been exposed in the classroom. But do these students, in addition to watching, also produce videos? And, if they do, how do they communicate in videos that explore mathematical contents? This research, presented in this work as a metaphor for the production of videos, aims to investigate the nature of communication in the Middle School when videos are produced in Mathematics classes. The field work was developed with ninth grade classes in three public schools in the city of Blumenau (SC): EBM Felipe Schmidt, EBM Quintino Bocaiúva and EBM Wilhelm Theodor Schürmann. At these schools, students worked in groups and each group produced a video with mathematical content. This process of video production was divided into five stages: (i) Presentation of the proposal and ideas of videos (animation, video-lesson, staging, video with slides, among others); (ii) Elaboration of the script; (iii) Image Recording; (iv) Editing the scenes; and (v) Showing the videos to the class. In the whole, 19 videos were produced. All these steps were recorded in audio and video, consisting, together with the field diary, interviews and videos produced, in the research data. It is a qualitative research, in which the main focus of analysis is the process of production of the videos, highlighting the choices made by the producers of the materials. This process of production was based and analyzed in the light of the Social Semiotics Theory, of multimodality and of the theoretical construct humans-with-media. The production process consisted of a collective of human actors (among them students, teachers, family and colleagues) allied to a collective of non-human actors (such as cameras, video editors, software, among others) who worked in the production of the meaning communicated by the video. It is noticed that the videos enhanced the multimodal communication; in order to do so the producers used several modes, such as orality, writing (in mother tongue and Mathematical symbology) and visual representation, characteristic of the mathematical language allied with gestures, audio, moving image, costumes and scenery, characteristic of the cinematographic language. The choice of each of these modes was based on a process of negotiation between producers, in which they chose the ways they considered to potentiate the explanations of the mathematical content explored. In order to communicate the content, the producers had to study and understand it, so that they could explain it in the video. This explanation is often the result of the combination of a non-formal mathematical language with gestures, images, sound, among others. The student usually verbalizes his understanding of the content using his “own words” allied to other modes, presenting a clue to what he has understood of that content, which can later be discussed in the classroom, leading to a formalization of language. The production of videos showed to be a process of collective and multimodal character, which, in this interaction of humans-with-media, contributed to the communication of the producers, culminating in signs of their learning. / CNPq: 142290/2016-5