O ensino da compreensão leitora do gênero tirinha

• Autor(a) principal: Mendonça, Maria Hedenilza
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/jspui/handle/riufs/15464
• topic: Literatura; Estudo e ensino; Língua portuguesa; Histórias em quadrinhos; Estratégias de leitura; Gêneros discursivos; Tirinha; Reading strategies; Discursive genres; Comic strips

This study aims to present a pedagogical proposal for working with the reading and understanding of the text genre comic strip in order to assist students in developing skills to expand their reading competence from the teaching of reading strategies. Since one of the main purposes of the school is to train proficient readers, critics and text producers, it is necessary to have educational practices that expand the linguistic abilities of students. To this end, this work proposes to use more time in Portuguese language classes to teach reading strategies based on a set of progressive and planned activities aimed at reading the comic strip genre. It is, therefore, a pedagogical experience that aims to verify whether it is possible to improve reading and understanding of narrative texts based on the genre under study. The method used in this pedagogical experience is the exploration of the textual genre comic strips, in a sequence of activities divided into workshops and applied to a class of the 8th grade of a state public school. First this proposal exposes discussions about teaching and reading strategies as well as linguistic aspects present in the comic strip genre. Such studies are based on theories about the discourse genres from renowned authors. Among them Backthin (1997) and Marcuschi (2008), Kleiman (2016) with an interactionist view, Leffa (1996) and Solé (1998) with a psycholinguistic perspective of reading, Ramos (2017) and his research of comic genre, and other theorists. Subsequently, the pedagogical proposal is introduced, detailing its stages and exposing the results of this intervention. The positive results show that the teaching of reading strategies, based on activities elaborated and applied with the mediation of the teacher, collaborate considerably to improve the reading comprehension of the students. To conclude, the final considerations are made, proposing a reflection regarding the work with the discourse genres in the classroom and the time allocated for reading practice, based on the results obtained. With this, it is intended to contribute to the teaching of Portuguese, not only offering an activity proposal, but also providing reflections about reading activities with textual genres in the classroom.