Prática docente, ensino de literatura e história em quadrinhos: caminho para o literário

• Ano de defesa: 2023
• Autor(a) principal: Ferreira, Isabella Bacha
• Orientador(a): Silva, Maurício Pedro da
• Banca de defesa: Silva, Maurício Pedro da , Fusaro, Márcia do Carmo Felismino , Lobo, Dalva de Souza , Teixeira, Rosiley Aparecida , Gitahy, Raquel Rosan Christino
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: educação; multissemiose; quadrinhos; prática pedagógica; ensino de literatura
• Palavras-chave em Inglês: education; multisemiosis; comics; pedagogical practice; literature teaching
• Palavras-chave em Espanhol: educación; multisemiosis; historietas; práctica pedagógica; enseñanza de la literatura
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/3287

Considering the constant changes in society, whether in technological matters, or in modes of interaction, in the way of thinking and acting and, consequently, in the way of consuming and understanding literature, new textual genres have been circulating more and more in the society, since digital environments allow the circulation of texts that are composed of images, whether static or moving, sound resources. The research aimed to investigate the teaching practice of high school teachers, subjects of this research, who use Comics as a strategy for teaching literature. This is a qualitative research, with the technique of content analysis by Laurence Bardin, since semi-structured interviews (online) were carried out. As a theoretical framework, the works of authors who research teaching practice, such as Paulo Freire (2011) and Maurice Tardif (2014), were used. With regard to literacy and literary literacy, the concepts were based on Magda Soares (2009), and Rildo Cosson (2006). The theory of multisemiosis/multimodality was founded in the light of Kress, supported by the Social Semiotics proposed by Hodge and Kress (1988). Finally, comics and, later, comics in education were discussed in the light of Waldomiro Vergueiro (2017) and Paulo Ramos (2019), in the works that discuss the themes. The hypothesis of this work is that the use of comics in the classroom facilitates the insertion of the student in the formal universe of literature, in the direction of promoting the formation of readers for the classic works that are proposed in the discipline.