Estratégias de leitura para as aulas de educação física a partir do gênero história em quadrinhos – o bullying como temática motivadora

Abstract

The developed research had formulated its problematic through contact with official data on reading deficits among young Brazilians, published by agencies that assess education in Brazil. As a way to contribute to the expansion of reading outside the context of Portuguese language classes, the research problem was elaborated: is it possible to build a reading consciousness with 9th grade students, in Physical Education classes, so that they can change their worldview about bullying practices? The goal was to develop reading strategies to corroborate the literacy practices whose readings make sense for students. It was based on the idea that every teacher is a literacy agent, following Bortoni-Ricardo's proposal; Axe; Castanheira (2018) and Rezende (2009). The action research was conducted at a municipal school in Toritama, Pernambuco, during July 2019, in a 9th grade class, with 30 students, however only 23 participated in the process until the end. The scaffold-based reading approach was adopted (BORTONI-RICARDO; MACHADO; CASTANHEIRA, 2018) and the cognitive sequence of systematics, frequency and consistency (SILVA, 2018), both procedures or modes of approach based on a socio-interactionist reading practice that was revised from several authors (KLEIMAN 1989; LEFFA 1996; SOARES 2000; and others.). The intervention lasted 12 classes in four meetings. It was used as generated data for analysis an initial and final questionnaire (the same questionnaire applied at two different times). Methodologically, three criteria were used to analyze the data generated by the research (two textual productions of students): the linear structure of the text (beginning, middle, end), the positioning of the subject in the text about the bullying theme and the paraphrase (reproductive or creative).