A retextualização de histórias em quadrinhos como estratégia para as aulas de produção textual

• Ano de defesa: 2018
• Autor(a) principal: Queiroz, Kézia Barbosa de
• Orientador(a): Aquino, Maria de Fátima de Souza
• Banca de defesa: Martins, Iara Ferreira de Melo , Nicolau, Roseane Batista Feitosa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Letras em rede nacional - PLETRAS
• Departamento: Centro de Humanidades - CH; Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Ensino; Língua portuguesa; Gêneros textuais; História em quadrinhos; Retextualização
• Palavras-chave em Inglês: Teaching; Portuguese language; Text genre; Story in comic; Retextualization
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/75150

This research focuses on working with reading and writing skills in the early years of elementary school in an approach based on the discursive and interactional conception of teaching through the retextualization strategy. As an objective, it seeks to analyze the activities of retextualization of comics and its contributions as a didactic strategy, in Portuguese Language classes, to expand the use of written language and the development of students' communicative competence. In this context, this study is justified by the need to search for strategies that contribute to improving the writing levels of students in the initial years of Elementary School, since most of them conclude this phase presenting difficulties both in reading and in understanding and text production. Characterized as an action research and of a descriptive and interpretative nature, this research was developed together with the students of the 5th year of elementary school of a school in the municipal network of Campina Grande, PB. As theoretical assumptions, the studies of Bakhtin (1995), Dolz, Schneuwly and Noverraz (2004), Marcuschi (2001; 2003; 2008), Matêncio (2003), Dell'Isola (2007), Mendonça (2010) were used. This study was developed with the application of a didactic sequence, at which time students read, interpreted and produced texts in the HQ genre, which served as data for the analysis, which occurred in a qualitative and interpretive manner. As a result, research shows that, when well-crafted in the classroom, retextualization activities provide advances in writing and develops reading ability, empowering students to use ethical, critical, and democratic language in society.