Uma releitura da obra "Dom Casmurro" em HQ: a versão de Capitu sob a ótica do leitor do Ensino Fundamental

• Ano de defesa: 2021
• Autor(a) principal: Soares, Ozana Paulino
• Orientador(a): Silva, Rosângela Neres Araújo
• Banca de defesa: SANTOS, LUCIANE ALVES, COSTA, MARIA SUELY DA
• 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: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Letramento LiterárioLeituraGênero Textual HQEnsino Fundamental
• Área do conhecimento CNPq: LETRAS
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/75237

The research under discussion stands out in presenting elementary school students with the literary heritage which they can have access to from this sta-ge of basic education, because in front of an audience of students who are “indifferent” to the habit of literary reading, we observe the distancing of this reader from the literary world. Therefore, it became a challenge to work in the classroom, to the point of introducing and inserting them into the literary heri-tage. For that, we will start from the analysis of theoretical texts, bringing an adaptation of the work “Dom Casmurro”, by Machado de Assis in HQ, approa-ching the textual genre Comics, in a proposal for the classroom of the 9th gra-de of Elementary School II , and perform a re-reading of the work “Dom Cas-murro” in Comics, reflecting on the female figure and the violence suffered by the character “Capitu”, presenting her version, from the perspective of this rea-der, through the retelling also in HQ. Thus, we aim to awaken in this reader, the leading role in literature as a liberating and critical art in the reading pro-cess. From this perspective, this research will use the method developed by Cosson (2019) as a tool, which addresses the “basic sequence” which consists of four steps: motivation, introduction, reading and interpretation. Thus, we will drink from the source of several teachings such as the approach to the textual genre HQ, where Vergueiro (2012) exposes about the space of “comic books in Brazilian classrooms” and Santos (2015) argues that such a genre can stimula-te the interest of young readers for contact with the original text. Other studies are also fundamental to the research under discussion, such as Dalvi (2013), Jouve (2012), Rojo and Moura (2012), Marcuschi (2008), Srbek (2017).