Relações intersemióticas em verbetes de um dicionário infantil de língua espanhola.

This article is a part of the research developed during the first author’s master’s course. This work investigated the verbal-visual relationship in entries from the dictionary Mi primer diccionario de ciencia (Sousa, 2021) produced from a corpus composed of written texts and drawings made by Catalan-speaking elementary school children in Spain. Our main objective in this article is to present a more detailed multimodal analysis of four entries not included in the master thesis. The theoretical framework was based mainly on the following authors: Kress and van Leeuwen (2021), Martinec and Salway (2005), Hernández (2000), and Martinez Pulido (2012). The research is characterized by being descriptive and qualitative in nature, and the results of the analyses attest to the potential of the two semiotic modes – verbal (written word) and visual (drawings) – for understanding the entries. In addition, both the written information in the definitions and the semiotic elements in the drawings reveal elements present in society, possibly experienced by the children in different contexts. In this sense, the study shows how the definitions of the entries, and their respective drawings are interrelated for the construction of meanings, enabling potential users to obtain an understanding of the terms in the dictionary based on the multisemioses inserted in the work. [ABSTRACT FROM AUTHOR]