O gênero discursivo/textual história em quadrinhos: práticas de multiletramentos no 7º ano do ensino fundamental

Abstract

This dissertation is the result of a master’s research developed within the PROFLETRAS program, conducted in a public school located in Pirpiri, a rural area of Guarabira, Paraíba, Brazil. The main objective was to enhance students’ reading and writing skills through the use of the discursive/textual genre of comics (HQs), mediated by a didactic sequence in a 7th-grade class of elementary school. This study is justified by the need to seek strategies that contribute to students’ proficiency in reading and writing in Portuguese language classes. Comics were chosen due to their multimodal nature, combining visual and verbal languages, which makes them more attractive and engaging for students. Methodologically, this is an applied action research, combining bibliographic studies with practical classroom application. The proposal is based on the didactic sequence model by Schneuwly, Dolz, and Noverraz (2004), which guided the written production of the chosen genre. The work involved the reading of the comic Turma da Mônica Jovem: Bullying Além do Limite by Maurício de Sousa, addressing and discussing the theme of bullying, leading to the students’ own production of comics on the topic. The theoretical framework includes the dialogical perspective of language by Bakhtin (2003) and socio-interactionist views on literacy and multiliteracies from Rojo (2012, 2013), Soares (2009), Kleiman (2010), and Dionísio (2009). The study also draws on Faraco (2009), Marcuschi (2008), and Fiorin (2011) regarding the social function and characteristics of textual genres. Freire (1989), Koch and Elias (2008, 2022), Kleiman (2004), and Antunes (2013) underpin the reading and writing process, while national curriculum guidelines such as the PCN (1998) and BNCC (2019) are also considered. Contributions from Vergueiro (2014), Dias (2020), Aparício (2016), Cirne (2000), and Mendonça (2010) supported the discussions on the comic genre. The results indicate significant advances in students’ multiliteracy skills, development of reading and writing abilities, awareness of bullying, and formation of critical and autonomous readers and writers.