Abstract: This report an experience of reading the textual genre charge in the classroom,
carried out as a multiliteracy strategy for High School. Currently, there are several types of text
configurations that circulate in society, mainly from the advent of digital communication
environments, which require new literacies on the part of readers and producers. Thus, it
becomes increasingly evident the importance that school literacy practices need to be
continually rethought with a focus on the social uses of language. In this sense, this text narrates
and discusses, from a reflection on the practice, all the phases lived during the mentioned
classroom experience, from the preparation with theoretical studies to the stages of planning to
conducting, as well as the application of classes on the genre charge. For this, we use the
theoretical contribution of the Social Semiotics of the Grammar of Visual Design (GDV), by
Kress and van Leeuwen (2006 [1996]), in dialogue with the theoretical approach of Systemic-
Functional Linguistics (HALLIDAY; MATTHIESSEN, 2014). From the reading proposal
based on the GDV, we can measure how different semiotic sources can contribute to the
generation of meaning in imagistic texts.
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