Contribuições da obra o diário de Anne Frank em quadrinhos para a formação do leitor responsivo

• Ano de defesa: 2025
• Autor(a) principal: Langoni, Ana Carolina
• Orientador(a): Orientador1
• Banca de defesa: 1º membro da banca , 2º membro da banca, 3º membro da banca, 4º membro da banca
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; Doutorado em Educação
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação
• País: BR
• Palavras-chave em Português: Frank, Anne, 1929-1945. O Diário de Anne Frank.; Leitor responsivo; Mediação docente; Dialogismo; Histórias em quadrinhos
• Área do conhecimento CNPq: Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/20236

Based on the premise that reading, understood as a social and dialogic practice, can serve as a powerful instrument for the critical, aesthetic, and ethical formation of individuals, this research investigates the contributions of the graphic novel adaptation of The Diary of Anne Frank to the formation of the responsive reader. It considers the specificities of the hybrid language of comics and the pedagogical possibilities that arise when reading is intentionally mediated by teachers. Through bibliographic research and a qualitative analysis of the work, the study aims to understand how the adaptation of The Diary of Anne Frank into graphic novel format can contribute to the development of a responsive reader.The thesis defends the argument that a sensitive reading of the work—conducted with pedagogical mediation and attentive to its aesthetic and historical elements—can significantly contribute to the formation of the responsive reader. This concept, grounded in the philosophy of language of the Bakhtin Circle, refers to the reader who, when engaging with a text, reacts, interprets, takes a stance, and establishes connections between the content and their own social, cultural, and historical reality. The theoretical framework is based primarily on the concepts of dialogism and responsiveness, as developed by Bakhtin (1997), the concept of mediation from Vygotsky (2010), and the notion of semi-formation (Adorno, 2010), all articulated with historical-critical pedagogy (Saviani, 2011), which defends the school’s transformative role and the practice of reading as an emancipatory act. The thesis is structured in five chapters and proposes three axes of mediation for working with the graphic adaptation in the classroom: the dimension of Anne’s family and social relationships; the intertextuality with works of art; and the historical context of the narrative, connected to the ethical dilemmas experienced during the Holocaust. The study concludes that literary adaptations in comic format, such as the one analyzed, can be an effective strategy to foster students’ interest in literary reading— especially when combined with dialogical and reflective pedagogical practices. Moreover, it asserts that the teacher’s mediation is essential to transforming reading into a meaningful and formative aesthetic experience, capable of overcoming the distance many students show toward traditional literature. Finally, the thesis reaffirms the need to invest in public policies that ensure access to high-quality collections in schools, in critical teacher education, and in pedagogical practices that resonate with students’ repertoires—without losing sight of the commitment to the formation of autonomous individuals ethically engaged with social reality