Leitura multimodal com o gênero tirinhas: proposta de trabalho no ensino fundamental

• Ano de defesa: 2021
• Autor(a) principal: Cavalcante, Maria Leandra Ribeiro
• Orientador(a): Carvalho, Eneida Oliveira Dornellas de
• Banca de defesa: Carvalho, Eneida Oliveira Dornellas de, Nicolau, Roseane Batista Feitosa, Catanduba, Edilma De Lucena
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• 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: Língua Portuguesa; Leitura; Tirinhas; Multimodalidade
• Área do conhecimento CNPq: LETRAS
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/75243

The strips present a short, dynamic text, conducive to familiarizing the student with the genre. Pleasant and fun, while it can be quite critical, the cartoon genre facilitates significant learning in reading of the text in relation to the social context in which it is produced. The pedagogical activity proposed for the cartoon genre was developed in a classroom of the 6th year of elementary school in a public school, but it can be developed in another elementary school class in the final grades. Methodologically, it is based on the Didactic Sequence proposal developed by Dolz and Schneuwly (2004). Therefore, the proposal to work with the textual genre comic strips, by Armandinho and Turma da Mônica, was arried out considering the analysis of its compositional structure and its linguistic aspects, culminating in the production of compilations, edited and printed in the little newsletter of the school. The theoretical discussion of this work is based on the understanding of language as an interaction arising from the enunciative-discursive perspective of working with the text. Such foundation is articulated with the theory of textual genres proposed by Bakhtin (2016), and with re-readings of his theory by other authors. Among them, Marcuschi (2008; 2010); Antunes (2003; 2009; 2010). The dialogue with these authors, Koch e Elias (2006; 2009) and Kleiman (1989; 2016) provide a reflection on the pedagogical practices of teaching reading. In order to bring the concept of multiliteracy to the discussion, it is supported by the contributions of Rojo (2009; 2012; 2015). In addition to these, Ramos (2009; 2017) and Vergueiro (2010) present the characteristic elements of the comics language and praise the pedagogical value of the cartoons. There is also a dialogue with the official documents, the National Curriculum Parameters (1998) and the Common National Curriculum Base (2017) which guide the teaching of Portuguese language aimed at training proficient readers who understand the text from its multiple languages. Thus, with this study it was intended to present a set of didactic strategies with reading practices of the “strip” genre, which will favor the development of the student's reading competence.