Uma análise da construção multissistêmica de tirinhas da Mafalda

Abstract

Facing technological transformations and changes on the communicative process, the language practices show a new vision, in which the verbal language becomes increasingly insufficient in the construction of meaning on nowadays texts. Therefore, comes up the necessity of articulating with new semiotic systems. With the insertion of multisemiotic texts in school and society, knowing student’s and teacher’s difficulties in articulating verbal-visual language, we proposed a diagnostic reading test (corpus 1) for 8 th grade I students from E.E.L.D.P. aiming to inquire difficulties in reading and interpreting comic strips, under the perspective of a multimodal analysis. In this way, we defined as general goal to examine the construction of meaningful effects in Mafalda’s comic strips and step in on the interpretation process of the current genre in order to make students aware of the role of mixed language in those texts, developing critical reading capacity. Our hypothesis is that the study of the textual genre, if mediated by the teacher, contributes so that the capacities triggered by the students are more settled than the ones he already had before the teacher’s mediation. Thus, we anchored our research on Halliday’s Sistemic Functional Grammar (2004[1985]), on Multimodality Discourse, by Gunther Kress and Theo Van Leeuwen (2006[1996]) and on The Grammar of Visual Design. The research is justified by students’ interest in reading comic strips and by the fact that teachers generally use the comic strip genre for grammatical activities and give greater appreciation to language semiosis. For all of those reasons, we elaborated and applied an intervention proposal (corpus 2), which shows the student’s notebook containing the activities that evaluate in a didactic way theory and practice. On the post intervention test (corpus 3), we analyzed the results reached after the proposal development. With these results, it was possible to verify how valuable the contribution of multimodal language in different communicative situations is once the proven progress of the students since the initial phase of the research points the relevance of that contribution.