A retextualização em turmas multisseriadas do ensino fundamental: da canção para a história em quadrinhos

Abstract

Education in the rural areas of Brazil is marked by the presence of multisery classrooms, bearing in mind that the migration of peasant families to urban areas and the reduced number of births of children have greatly reduced the number of students in rural schools. In this way, the grades/years are grouped in the same classroom and attended simultaneously by a single teacher. It is understood that this situation is common given the scarcity of discussions about such a reality, but it is almost impossible to find rural schools that run away from the pattern of multisery. The professional from the school located in the countryside, it is generally overlooked both by educational policies and by the provision of appropriate materials for working with this audience. The low rates in reading and writing are a reflection of a teaching that perpetuates outdated and decontextualized practices. It is usual the guidance for the teacher to plan an activity for each school grade/year, so the one that serves five grades/years, as it usually needs to deal with the direction of five activities at the same time. In this context, this research aims to present a pedagogical proposal via retextualization that helps the teaching action in multigrade classes. Like this comes the proposal of retextualization that is held in the transformation of songs by Luiz Gonzaga to comics, organized in three stages distributed in nine workshops. In them, students will study the genres song and comics to then carry out the passage from that text to this one. In order to reflect gender definitions and discussions, the studies of Bakhtin (2016) and Marcuschi (2008) were taken into account and to understand the concepts and process of making the retext was considered the ideas of Dell'Isola (2007) and Marcuschi (2001). We also use theoretical support in in Costa (2003) and Gada (2005) in order to advance knowledge about song and its hybrid aspect (letter/melody) as well as Vergueiro and Ramos (2019) and Ramos (2021) for the study on comics and its imbread relationship of verbal to nonverbal. It is also worth mentioning the contributions of official documents National Curriculum Parameters (Parâmetros Curriculares Nacionais – PCN) and Common National Curriculum Base (Base Nacional Comum Curricular – BNCC) and when creating the workshops were observed the guidelines of Kleiman (2016) and a model of activity for retextualization presented by Dell'Isola (2007). For that, bibliographical research was carried out with a qualitative approach and of a predominantly propositional nature. It is expected that this work will be a significant support for teachers of multigrade classrooms in order to ease the difficulties of students with regard to reading and writing.