Estratégias de leitura do gênero Tirinha no Ensino Fundamental: uma abordagem discursiva dos efeitos de sentido irônicos

Abstract

This thesis aims to investigate and apply effective strategies to solve reading difficulties and comprehension of the ironic mood effects by the 8th grade students linked to the comic strip and discourse genre. The work aims to propose reflections, development and application of reading strategies through workshops, in order to help students with their reading abilities and understanding of gender. Therefore, we developed an Intervention Educational Plan based on the development of the abilities to infer and educe the ironic humor into the comic strip genre. The initial hypothesis of the research is that the ability to understand the irony in comic strips can be developed by the proposition of didactic strategies mediated and systematized by the teacher. As theoretical and academic reference of this work, the research uses authors as Bakhtin (1997), Ducrot (1987), Maingueneau (2008), Isabel Solé (1998), Marcuschi (2005), Ramos (2017), Rojo (2015), Thiollent (2011) Vergueiro (2007), Koch (2010), Dolz; Noverraz; Schneuwly, (2004), Possenti (1998) among others. As methodology, we made a careful selection of the comic strip corpus, aiming the development of skills, using in part the S.D, with the purpose of teaching in the exploration and application of strategies for the perception of the irony on the mentioned genre. From this analysis and by diagnostic activities applied to the 8th grade students, we developed some workshops focusing on the development of the skills mentioned. The students made pre and post-intervention verification activities. It was possible to verify that some students demonstrated to understand well the construction of the irony in comic strips and presented this comprehension through questions (oral in class discussions or into written activities), realizing the interaction of the elements (verbal and visual) that constitute the gender and improvement of reading skills, comprehension and deduction of the students' irony. We will present a comparative analysis between the results obtained by the students in the diagnostic activity and the results obtained after the development of the workshops. The results show that the ability to understand humor in comic strips can be taught through activities systematically organized and developed in a mediated manner by teachers.