PRÁTICAS DE LEITURA E DE PRODUÇÃO DO GÊNERO TEXTUAL-DISCURSIVO HISTÓRIAS EM QUADRINHOS: UMA PROPOSTA DE ENSINO

Abstract

Comic books are a multimodal genre that is made up of different modes of communication, such as written text, images, sounds and videos (digital mode), dialogues and narration. When using them as a teaching tool, several benefits are easily achieved to awaken the student's interest in proficient reading and writing. Firstly, comics are often more accessible, as they have an attractive artistic-playful language and short, less complex statements compared to traditional text books. The combination of images and text facilitates the understanding of the plot and the concepts covered, especially for students who have difficulties with purely textual reading, the images provide visual stimuli that help in understanding the information, which makes it more engaging and motivating, for cover a wide variety of themes, from science fiction and fantasy to biographies and everyday stories, aligned with the specific interests and needs of students, making reading more relevant and meaningful. In view of the above, the present work has the general objective of investigating how the use of comics can contribute to the development of reading and text production skills of students in the 7th year of Elementary School. In the theoretical foundation of the research, the concepts of language of Koch and Elias (2007) were addressed, the ways of apprehending meanings for texts within the scope of textual genres, in addition to the teaching instrument for textual production according to Marcuschi (2018) . The methodology adopted was action research, developing an intervention proposal and quantitative data analysis. In this sense, this work uses the didactic sequence (SD) method proposed by Lopes Rossi (2012) as a pedagogical resource for working with reading and producing texts. The research obtained significant results from the students who participated in the project, such as an increase in performance in reading comprehension assessments, compared to the results obtained before the start of the project. Furthermore, the essays produced showed a notable improvement in terms of cohesion and coherence, with an 85% increase in the average score of these criteria in relation to previous works, reflected in an increase in participation during classes and discussions, proving that it is possible to promote the teaching of reading and text production based on strategies pedagogical activities developed through reading comics with the purpose of making learners proficient in the language in their social context.

Comics. Reading competence. Text production. Education.