Quadrinhos em sala de aula: a linguagem quadrinhística aplicada ao letramento verbo-visual em uma turma de Ensino Fundamental II

Abstract

This study aims to investigate the comic books language applied for verbal-visual literacy in a class of elementary school II. Its general purpose is to analyze, through theoretical and practical investigation, the difficulty of students in reading and interpreting texts that involve comic books language as well as the development of pedagogical intervention in the problem, in order to minimize it. Specifically, it aims to: a) research and study authors who approach knowledge related to comics language and literacy; b) elaborate didactic-pedagogical activities with the purpose of collect material for analysis; c) apply the didactic-pedagogical activities; d) elaborate an action plan to be developed in the group participating in the research; e) promote pedagogical intervention, intending to minimize the difficulties of reading and interpreting texts that involve comics language; f) compare the results obtained in the diagnostic phase with those of the postintervention phase to assess them; g) at the end of the research, contribute satisfactorily to the achievement of students reading proficiency, specifically regarding to texts that involve comics language. The hypotheses were as follows: a) from efficient strategies and practice of pedagogical intervention, the problems detected regarding to the difficulties in reading and interpretation of texts related to comics language would be softened, so that the reading competence of the research participants would be improved; b) the work with comic books language could provide favorable conditions for a possible interest in other comics besides Turma da Mônica, such as classic books adapted for comics. In order to carry out this study, we sought foundation in Linguistics and Semiotics and in researchers that deal with knowledge related to comics‟ language, like: Daniele Barbieri (2017), Cagnin (2014) Vergueiro (2009, 2010, 2014), Ramos Postema (2018). Luyeten and Lovetro (2017) and Santos Neto and Silva (2015), who approach comics and the possibilities they provide to the students in the pedagogical plan; Magda Soares (2009) and Rildo Cosson (2014a; 2014b), who deal with literacy practices and, among others, support this research. As for the methodological procedures adopted, we used action research to combine theoretical knowledge with practice, intervening in the problem detected and the quantitative-qualitative analysis for the evaluation of the data collected. At the end of the study, we understood that there was a significant advance in the posture of many students regarding comic books reading. Thus, through the use of comics, we believe we have contributed to the visual literacy of the participating students.