Tirinhas na sala de aula: uma proposta de intervenção para o desenvolvimento da competência leitora

Abstract

The results’ presentation of the research which was accomplished in the scope of the Professional Master's Degree in “Linguistics” with the purpose of answering what are the effects of a reading interventive work about comics genre to the development of the reading skills from a sample of Elementary School students at “Professor Plínio Ribeiro” state school. It was intended to describe the results of an understanding reading instruction project about the comic strip on their print and digital genres, for the development of reading skill from the students who were participating in this research and specifically, it was explored some topics which refers to textual linguistics and sociodiscursive interactionism about reading, and specifically the textual genres, comics reading textual and interactive research and to present the students’ reading diagnosis and create and develop an action plan for reading development. The purpose of it came from reading difficulties, primarily as empirical principal, as a teacher of the school, the analysis of the systemic evaluations data and, later, the proof of the difficulties through the diagnosis performed in a class. The research is based on Textual Linguistics studies according to Marcuschi (2008) Koch (2004, 2017), Koch and Travaglia (2011), Koch and Elias (2014), Sociodiscursive Interactionism assumptions, according to Bronckart (1999, 2006, 2009) and Bakhtin (2003), in addition studies about reading strategies proposed by Solé (1998). As an interventional methodology, reading strategies were adopted on Solé (1998) point of view, and the practical lessons of reading strips, according to Ramos's theorem (2017), which were associated with hypertext reading guidelines based on Davies (1995) approach. The hypothesis is that activities made through the management of reading print comic strips, (it can be seen on Monica’s gang) and digital ones (by using a software which creates and reads comic strips) students would develop some skills that were not consolidated which concerns about reading skills. The design was qualitative, along the lines of action research. The activities were directed at five intervention actions: four actions with support in print and one last in digital support. The effects were found to be quite positive. There was effective participation and development of reader’s skill