Da propaganda ao quadrinho : retextualização e textualidade em atividades de sala de aula

• Autor(a) principal: SILVA, Mirian Batista
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRPE
• Texto Completo: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8441
• topic: História em quadrinhos; Retextualização; Produção de texto; Ensino fundamental; LINGUISTICA, LETRAS E ARTES::LETRAS

The present work was to analyze how the processes of retextualization linked to the work with the textuality factors, can collaborate to improve the written production of students of the 9th grade. Research is carried out with students of the 9th grade of Elementary School of a municipal school, located in the municipality of Sanharó-PE. We base ourselves theoretically on Bakthin (2011), for considerations regarding the definition of textual genres; Marcuschi (2001, 2007, 2008,2010), Schneuwly and Dolz (2004), who brought us approaches to practices guided by the use of textual genres in the classroom; in Marcuschi (2001, 2008), Dell'Isola (2007), Matêncio (2002) and Dikson (2017, 2018), with discussions focused on Retextualization practices in the classroom; and still in Marcuschi (2008) and Antunes (2005) with regard to the constructive factors of textuality. As a methodology, we set out for qualitative analyzes of ethnographic place, developing proposals for retextualization of comic book advertisements (HQ) by the students. Of these, eight were selected for the investigation and discussion of the retext and textuality. In addition to having observed retextualization as a procedure of paramount practical-methodological importance in writing activities within the classroom, in data analysis, we also learn that the activities carried out by the apprentices have presented, to a certain extent, well-constructed the factors of (cohesion, coherence, intentionality, acceptability, situationality, intertextuality and informativeness) that ensure meaning and communication to the text. It was demonstrated, then, that when the teacher tries to combine processes of retextualization with the textuality and its factors, the procedures of construction and reconstruction of texts written by children are much more robust in terms of meaning, meaning, interpretation and, especially, of improvement and gain in the process of writing from one textual genre to another.