Comics and teaching/learning the mother tongue
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34624/id.v4i4.4184 |
Resumo: | Teaching/learning the mother tongue is a complex process essential in several domains: success at school, qualification for future professional performance and critical citizenship. These aims demand its approach in a transversal way focusing in the development of competences such as the ones related to communication (generally viewed as verbal communication and mainly related to reading and writing). Nevertheless verbal communication relies also on nonverbal elements such as the image, and people need to know how to read them. It is common sense to believe that it is easier to understand a message presented in images than the ones using words. However there are many adults that do not feel at ease when they must read images. Thus, comics may be used in the mother tongue classroom. They may be used as a resource, seen as a content (when considered as a text genre), studied as a language with special characteristics. In the process, they can contribute to the development of competences in reading comprehension. Besides they may also become the issue of the work done in the classroom, if one agrees that involving the pupils in projects is a good way of thinning the distance between school and everyday life and developing competences in them. A project built around comics does contribute to the development of communicative competences (both verbal and nonverbal) and the development of competences in autonomous and teamwork, so important in modern society. |
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Comics and teaching/learning the mother tongueTeaching/learning the mother tongue is a complex process essential in several domains: success at school, qualification for future professional performance and critical citizenship. These aims demand its approach in a transversal way focusing in the development of competences such as the ones related to communication (generally viewed as verbal communication and mainly related to reading and writing). Nevertheless verbal communication relies also on nonverbal elements such as the image, and people need to know how to read them. It is common sense to believe that it is easier to understand a message presented in images than the ones using words. However there are many adults that do not feel at ease when they must read images. Thus, comics may be used in the mother tongue classroom. They may be used as a resource, seen as a content (when considered as a text genre), studied as a language with special characteristics. In the process, they can contribute to the development of competences in reading comprehension. Besides they may also become the issue of the work done in the classroom, if one agrees that involving the pupils in projects is a good way of thinning the distance between school and everyday life and developing competences in them. A project built around comics does contribute to the development of communicative competences (both verbal and nonverbal) and the development of competences in autonomous and teamwork, so important in modern society.L’enseignement/apprentissage de la langue maternelle est un procès complexe entraînant le développement de compétences essentielles en milieu scolaire et professionnel, mais aussi à la vie sociale. Donc, il faut le faire en ayant recours à une approche tranversale, centrée sur le développement de compétences en communication (généralement vue comme verbale et liée à la lecture et à l’écriture). Cependant, la communication verbale repose aussi sur des éléments de nature non verbale, comme l’image, et il faut aussi apprendre à les lire. En général, on croit que c’est beaucoup plus facile de comprendre un message présenté en images qu’un autre présenté en mots. Mais il y a beacoup d’adultes qui ne savent pas lire les images. Donc, la bande dessinée peut être associée à l’enseignment/apprentissage de la langue maternelle. On peut l’utiliser comme un matériel didactique, un contenu (quand on l’envisage comme un type/genre de texte), un langage présentant des caractéristiques bien précises. Dans ce sens, elle peut contribuer au développement de compétences en compréhension écrite. Elle peut aussi être au coeur de certaines stratégies d’enseignement, si l’on accepte d’engager les élèves en des projets comme une façon de rétrécir la distance entre l’école et la vie en société et de développer leurs compétences. En effet, un projet structuré autour de la bande dessinée peut amener au développement de compétences en communication (verbale et non verbale) et aussi rendre les élèves autonomes et, en même temps, capables de s’intégrer dans des équipes.O ensino/aprendizagem da Língua Materna é um processo complexo, com repercussões em vários domínios: sucesso escolar, qualificação profissional e exercício de uma cidadania ativa e crítica. Estas suas finalidades requerem que seja abordado de uma forma transversal, centrando-se no desenvolvimento de competências, nomeadamente as que se relacionam com a comunicação (termo normalmente associado à comunicação verbal, particularmente na sua versão escrita). Contudo, a comunicação verbal recorre igualmente a elementos não-verbais, como imagens, que as pessoas também precisam de aprender a “ler”. É do senso comum acreditar-se que é sempre mais fácil compreender uma mensagem veiculada através de imagens do que quando se usa palavras. No entanto, há muitos adultos que não são capazes de ler imagens. Deste modo, a banda desenhada tem o seu lugar na aula de língua materna. Pode ser usada como um recurso, um material didático. Pode ser estudada como um conteúdo, surgindo como um tipo/género textual. Pode ser abordada como uma linguagem, dotada de características específicas. A sua exploração pode também contribuir para o desenvolvimento de competências em comunicação verbal (nomeadamente no domínio da compreensão na leitura) e não-verbal. Para além disso, a banda desenhada pode converter-se no produto de um projeto a desenvolver nas aulas, partindo do princípio de que esta metodologia contribui para reduzir a distância entre a escola e a vida quotidiana. Deste modo, o seu estudo poderá também contribuir para o desenvolvimento de competências relacionadas com a autonomia e o trabalho em equipa, tão importantes na sociedade moderna.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2012-11-30info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v4i4.4184https://doi.org/10.34624/id.v4i4.4184Indagatio Didactica; Vol 4 No 4 (2012); 85-96Indagatio Didactica; Vol. 4 Núm. 4 (2012); 85-96Indagatio Didactica; Vol. 4 No 4 (2012); 85-96Indagatio Didactica; vol. 4 n.º 4 (2012); 85-961647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/4184https://proa.ua.pt/index.php/id/article/view/4184/3146Sá, Cristina Manuelainfo:eu-repo/semantics/openAccess2023-09-22T10:16:02Zoai:proa.ua.pt:article/4184Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:06.149124Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Comics and teaching/learning the mother tongue |
title |
Comics and teaching/learning the mother tongue |
spellingShingle |
Comics and teaching/learning the mother tongue Sá, Cristina Manuela |
title_short |
Comics and teaching/learning the mother tongue |
title_full |
Comics and teaching/learning the mother tongue |
title_fullStr |
Comics and teaching/learning the mother tongue |
title_full_unstemmed |
Comics and teaching/learning the mother tongue |
title_sort |
Comics and teaching/learning the mother tongue |
author |
Sá, Cristina Manuela |
author_facet |
Sá, Cristina Manuela |
author_role |
author |
dc.contributor.author.fl_str_mv |
Sá, Cristina Manuela |
description |
Teaching/learning the mother tongue is a complex process essential in several domains: success at school, qualification for future professional performance and critical citizenship. These aims demand its approach in a transversal way focusing in the development of competences such as the ones related to communication (generally viewed as verbal communication and mainly related to reading and writing). Nevertheless verbal communication relies also on nonverbal elements such as the image, and people need to know how to read them. It is common sense to believe that it is easier to understand a message presented in images than the ones using words. However there are many adults that do not feel at ease when they must read images. Thus, comics may be used in the mother tongue classroom. They may be used as a resource, seen as a content (when considered as a text genre), studied as a language with special characteristics. In the process, they can contribute to the development of competences in reading comprehension. Besides they may also become the issue of the work done in the classroom, if one agrees that involving the pupils in projects is a good way of thinning the distance between school and everyday life and developing competences in them. A project built around comics does contribute to the development of communicative competences (both verbal and nonverbal) and the development of competences in autonomous and teamwork, so important in modern society. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-11-30 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34624/id.v4i4.4184 https://doi.org/10.34624/id.v4i4.4184 |
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https://doi.org/10.34624/id.v4i4.4184 |
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por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/4184 https://proa.ua.pt/index.php/id/article/view/4184/3146 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
dc.source.none.fl_str_mv |
Indagatio Didactica; Vol 4 No 4 (2012); 85-96 Indagatio Didactica; Vol. 4 Núm. 4 (2012); 85-96 Indagatio Didactica; Vol. 4 No 4 (2012); 85-96 Indagatio Didactica; vol. 4 n.º 4 (2012); 85-96 1647-3582 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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