Super-Heróis de Histórias em Quadrinhos: propostas de intervenção por meio da Pedagogia dos Multiletramentos

• Ano de defesa: 2024
• Autor(a) principal: Farias, Rafael dos Reis
• Orientador(a): Fernandes, Eliane Marquez da Fonseca
• Banca de defesa: Fernandes, Eliane Marquez da Fonseca, Sousa Filho, Sinval Martins de, Carreira, Rosangela Aparecida Ribeiro, Lima, Sostenes Cezar de, Luterman, Luana Alves
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Letras e Linguística (FL)
• Departamento: Faculdade de Letras - FL (RMG)
• País: Brasil
• Palavras-chave em Português: Super-Herói; Bakhtin; Foucault; Multiletramentos; Dialogismo; HQ
• Palavras-chave em Inglês: Super Hero; Bakhtin; Multilettering; Dialogism; Hero In Comics
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::ARTES::FUNDAMENTOS E CRITICA DAS ARTES
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/13813

This doctoral thesis discusses the theme “Comic Book Superheroes: an application in light of the Pedagogy of Multiliteracies, according to the BNCC (2017)”. The proposal in question had as its general objective the involvement of first-year high school students, from a public school in the state of Goiânia-GO, in the creation of a comic book superhero who intervenes in the Brazilian nation, aiming at the dissolution of the most immediate social problems. This superhero was structured on a digital platform, with a view to the inference of the students in the virtual world, implementing the Pedagogy of Multiliteracies (GNL, 1996). The projectivity was based on three expository dialogued classes that followed the teacher's observation of the students' involvement in the proposed activity. Initially, the methodology was bibliographic, and then the qualitative scope was used, culminating in Participant Observation, which drew on the theoretical contributions of Bakhtin (1988, 1997, 2006, 2010, and 2013) and his dialogical orientation, as well as Foucault (2000, 2008, and 2009) and his postulates used in Discourse Analysis. Among the other researchers, we also drew on studies by Geraldi (1996, 1997, and 2015), Santos (1997 and 2014), Freire (1996), Eco (2015), Laval (2004), Masschelein & Simons (2014), Wolf (2019), Rojo et al. (2012, 2015), Kalantzis et al. (2020), Dudeney et al. (2016), Bacich et al. (2015, 2018), Filatro (2018), Sibilia (2016) and others for analytical studies of language, utterance, discourse, neoliberalism in schools and didactics related to teaching and learning. In the context of superheroes, we brought discussions based on Campbell (1990), Vogler (1998), Irwin (2005) Weschenfelder (2011), Hallett (2007) and others. The analytical research of the texts produced concluded that the students' involvement in the creation of a comic book, in a virtual environment, was greater than in the viabilities of conventional literacy, in addition to conceptually establishing that the Pedagogy of Multiliteracies, discussed by Rojo (2012) and proposed by the BNCC (2017), also linked to the cognitive biases of the DCGO – Expanded, can be used in the classroom, even with interposed difficulties.