Quadrinhos em sala de aula: estratégias metodológicas para as práticas de leitura e escrita em uma turma de 8º ano

Abstract

Amid the contemporary scenario, marked by different languages and the multimodality of texts, comics appear as a relevant tool for working with young people in the teaching and learning processes, since, in addition to being popular in the universe of children and adolescents, they have a language of their own, a peculiar one, that mixes verbal and non verbal resources, being a very rich form of communication that requires broad participation from the reader for the construction of meanings. Therefore, this research has the general objective of promoting strategies that contribute to the development of reading and writing by students in an 8th-grade class at a Public School in the State of Alagoas, in the municipality of Maceió, through a work aimed at the use of the hypergenre comics (RAMOS, 2009), in a multiliteracy perspective. The methodological orientations follow the procedures adopted in a research of qualitative nature (LUDKE and ANDRÉ, 1986), applied, and of ethnographic disposition. The use of this type of research, in everyday school practice, is characterized by direct contact of the researcher with the situation to be researched, thus reconstructing, through its techniques, the experiences that permeate the classroom practice (ANDRÉ, 2004). From the participant observation, there was an interventional work practice, carried out by the teacher-researcher, also configuring this work, in this way, as action research (TRIPP, 2005). The interventional practice was based on a didactic sequence (DS) along the molds of Dolz, Noverraz, and Schneuwly (2004), in consonance with the National Common Curricular Base (BRASIL, 2018), also having as a theoretical basis Ramos (2009; 2017; 2021), Vergueiro and Ramos (2020), Vergueiro (2018), Rama et al (2018), Barbieri (2017), Rojo and Moura (2012), Matencio (2002) and others who bring valuable contributions about comics and to the practices of reading and writing at school. From the data analysis, it was observed that the work with the hypergenre comics presented very significant results, since, collaboratively, they produced a comic contemplating the most diverse resources used by the language of the hypergenre – creatively and efficiently, according to the proposal – in addition to demonstrating enthusiasm and motivation when reading comics and when doing a comparative analysis between a comic and its film adaptation. Therefore, it can be concluded that the use of the didactic sequence model, in addition to the moments of reading in the classroom and comparative analysis, appears to be effective in the teaching and learning processes of genres, including multimodal ones.