Das lendas indigenas aos quadrinhos uma proposta de retextualização no ensino de Língua portuguesa nos anos iniciais

• Ano de defesa: 2025
• Autor(a) principal: Oliveira, Aldenice Auxiliadora de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística e ensino; Mestrado Profissional em Linguística; UFPB
• Palavras-chave em Português: História em quadrinhos - Lendas indigenas; Lingua portuguesa - Retextualização; Narrativas indigenas; Indigenous narratives; Retextualization; Comic books; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/37156

This dissertation presents the findings of a pedagogical intervention carried out through a series of workshops in a 5th-grade elementary classroom (Final Years) at a municipal school in João Pessoa, Paraíba, aiming to cultivate an appreciation for Indigenous narratives by emphasizing their cultural significance. Guided by the central research question: How can we develop an approach to valuing Indigenous culture in the Portuguese language classroom while continuously enhancing elementary students' reading and writing skills? This study proposes a method for retextualizing Indigenous legends into comic books to strengthen literacy skills among 5th-grade students and promote multicultural literacy in broader educational contexts. The specific objectives include: a. To analyze the social function of Indigenous literature and its contributions to education, highlighting the importance of oral tradition in the narratives of Indigenous peoples; b. To understand the importance of textual genres in the teaching of Portuguese language as social practices that contribute to the critical development of students. c. diagnosing students' prior knowledge of the Legends and Comics genres; b. systematically presenting these genres to familiarize students with their textual structures; d. facilitating retextualization through a structured didactic sequence; e. and compiling the activities into support material for educators. The research enhances reading- related competencies while fostering autonomy and linguistic proficiency in comic book production, drawing on genre studies from Soares (1998, 2021), Antunes (2005), Bakhtin (1992, 2011), Marcuschi (2001, 2008, 2010), and Geraldi (1993), reader education theories from Cosson (2007), Solé (1998), and Zilberman (2003), and multicultural literacy insights from Munduruku (2020), Graúna (2013), Potiguara (2019), Thiél (2006, 2013), Krenak (2015), alongside the Base Nacional Comum Curricular (BRASIL, 2018) and related brazilian national policy documents. Methodologically, the research is qualitative, based on Bardin (2016), Prodanov and Freitas (2013), and is an action research, anchored in Applied Linguistics (AL), according to Menezes (2009). In order to gather data in defense of the pedagogical material prepared, we used the students' written productions in the diagnosis, which also provided us with the necessary information to prepare and carry out the stages of the workshop. These stages were motivated by texts from the literary sphere and involved interdisciplinarity, culminating in the construction of a teaching tool. With the results of this study, we emphasize that there was significant progress in both the reading and writing skills of the students, as demonstrated by the data from the reading assessment and the production of the comic book genres. This proves the benefits of texts from the literary sphere for developing reading skills and, consequently, writing levels. The product of the research is the structuring of methodological strategies used to develop students' skills in the classroom, compiled in a pedagogical notebook. In addition, we present the five productions of the students, in this case the comic strips, which are the result of the retextualization of the indigenous legends, thus underpinning our analytical results.