O gênero tira e a argumentação: uma relação produtiva

• Ano de defesa: 2019
• Autor(a) principal: Vinhal, Maria de Lourdes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Letras (Mestrado Profissional)
• Palavras-chave em Português: Ensino; Linguística; Língua Portuguesa; Língua portuguesa - Estudo e ensino; Tiras; Gêneros discursivos; Argumentação; Competência comunicativa; Protótipo; Teaching; Portuguese language; Comic strips; Argumentation; Prototype; CNPQ::LINGUISTICA, LETRAS E ARTES
• Link de acesso: https://repositorio.ufu.br/handle/123456789/25355; http://dx.doi.org/10.14393/ufu.di.2019.656

It is understood that the teacher should be attentive to real situations of language use, as attested by Geraldi (1997). Thereby, a work based on the use of text genres in the classroom becomes productive, since, through these genres, the student can have access to a meaningful reading and writing experience, which can favor the development of the criticality, and the conscious and participative perception of his/her social, economic and political context. Considering this point of view, this study aims to develop and apply a teaching proposal from which is possible to work the argumentative capacity of Elementary School students, specifically students of 9th grade (students between 14-15 years old in the Brazilian System of Education). Thus, the comic strips were chosen as research object, for they can reveal a range of different visions, opinions and feelings that contribute to the development of students' skills and competences. We believe, therefore, that comic strips can provide students the opportunity to understand the social functions of the different spheres in which they circulate in our society. To accomplish the proposed objective and with the theoretical support in Bakhtin (2003), Dudeney, Hockly and Pegrum (2016), Fiorin (2017), Koch (2004), Rama and Vergueiro (2014), Ramos (2017) and Soares (2009), among other authors, it was created and applied a work methodology inspired by Rojo and Moura (2012): the prototype, which is configured as a didactic strategy that can be modified and used in other contexts, that is, the prototype can motivate the development of other didactic activities, which, in the case of this research, contemplate different aspects involved in the complex process of argumentation in a classroom. The pedagogical procedures seek to involve the elementary school student in a path of literacy that leads to commitments to both school and social practices. Then, based on the results of this study, we verified the development of students' discursive competence, based on the criticisms underlying humor, in the comic strips, since the students constructed skills that allowed them to understand the language of the comic strips genre, in what is said and in what is behind the said. Keywords: Teaching. Portuguese language. Comic strips. Argumentation. Prototype.