O gênero tirinha: uma proposta de sequência didática básica para o trabalho com a leitura multimodal
One of the biggest challenges of the school today is to develop reading competence in students so that they act with autonomy and criticality in the literate world of which they are inserted. Based on this premise, the study seeks to develop an interventionist practice of reframing the reading of...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/32703 |
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| Resumo: | One of the biggest challenges of the school today is to develop reading competence
in students so that they act with autonomy and criticality in the literate world of which
they are inserted. Based on this premise, the study seeks to develop an interventionist
practice of reframing the reading of multimodal texts by realizing how the reading
activities related to the discursive genre tirinha are approached in the Portuguese
language textbook, based on the analysis of reading activities of the Portuguese
language. didactic book “Português linguagens”, from the 8th year of elementary
school. To this end, the work followed the methodology of action research advocated
by Thiollent (2009 and 2011) and as specific objectives: I) describe the reading
activities with the discourse genre tirinha, present in the textbook “Português
linguagens”, from the 8th year of Elementary School; II) analyze the activities of the
textbook in terms of its ability to develop reading skills in multimodal texts; III) to
propose a basic didactic sequence of reading with the discursive genre tirinha, which
takes care of multimodality, through the reframing of reading activities of the didactic
book “Português linguagens”. To support our research, in relation to the teaching of
Portuguese, we resort to the theories of the National Curriculum Parameters (PCN,
1998); Riolfi et. al. (2014); Geraldi (1991); Antunes (2003) and BNCC (2017); to talk
about Literacy and Multiliteracies, we rely on the theories of the Portuguese Language
PCN (1998); Soares (2004, 2009); Kleiman (1999, 2005, 2006 and 2016); BNCC
(2017), Oliveira (2014), Hamilton (200), Baynham (1995), Rojo (2010, 2012 and 2015)
and Kersch; Coscarelli; Cani (2016); to discuss discursive genres, multimodality and
the teaching of reading, we focus on Bakhtin's theory (1997 and 2003); Rojo (2015),
Bazerman (2005), Marcuschi (2002 and 2008), Kleiman (2008 and 2013), Dolz and
Schneuwly (1999), Martins (1997), Dionísio (2014) Ferrarezi (2017) and Koch (2011);
to approach the discursive genre tirinha, we follow the theories of Ramos (2009 and
2017), Lins (2015), Houaiss Dictionary of the Portuguese Language (2009), Travaglia
(2015); and to develop the topic on basic didactic sequence, we sought the theory
defended by Cosson (2006, 2014, 2016 and 2018) and Solé (1998). When carrying
out the descriptions and analyzes, we noticed that thirty activities used the comic strip
as a motivating text for proposing questions to be answered. We infer from the analysis
four purposes of these activities: to discuss the theme of the chapter; promote a
reading of the text based on the content worked on; work on linguistic-grammatical
aspects, multimodality and knowledge of the world; and, analyze and identify
grammatical and formal aspects of language. Therefore, although in some situations
multimodality is addressed, we did not find activities with the comic strip that focused
only on multimodality, being dealt with in a few questions. In view of this scenario, we
propose a basic didactic sequence for reading the comic strip genre, based on
textbook strips, with a view to promoting the development of multimodal reading with
students in the 8th grade of elementary school. Therefore, it is evident that our
considerations, suggestions and didactic proposal raise in the teacher a reflection on
the teaching-learning process of reading multimodal texts, so that he can contribute to
the development of students' reading competence. |
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