As tirinhas da Mafalda como recurso didático para a formação leitora crítico-reflexiva de alunos do 9° ano do Ensino Fundamental

Abstract

This research has been developed under the general objective of highlighting the contributions from the discursive comic strip reading to the formation of critical and reflective readers. Specifically, it has been planned to explore the theoretical assumptions of French Discourse Analysis, Multimodality Theory as well as the reading and its strategies. It has also been intended to identify the reading level of comic strips performed by a sample of students who had been in school for nine years. The 9th grade students have been selected from a public school (Escola Estadual Professora Dilma Quadros). The objective has also been the elaboration and development of reading plans, based on Mafalda's comic strips, in order to provide students with critical-reflexive reading comprehension. In addition to it, describing and evaluating the effects of reading activities based on the cartoon strips previously developed in the classroom. At last, the objective has also been the organization and publication of activity plans for reading the comic strips practiced during the pedagogical intervention. The theoretical foundation has been established in theoretical precepts of Orlandi (2001a) and (2001b), Gregolin (2003), Bakhtin (2014), Kersch, Coscarelli and Cani (2016), Nicolau (2007), Kleiman (1997), Silva (2009) and Solé (1998), among others. When it comes to the methodological point of view, the research may be considered as qualitative one and the method may be regarded as a participatory action research. It has been possible to answer that Mafalda strips that were practiced with students who had been in school for nine years, ninth grade in elementary school, according to the assumptions of Discourse Analysis, may turn out to be a useful didactic tool for the formation of critical and reflective readers, thus confirming the previously mentioned hypothesis.