O gênero textual história em quadrinhos: estratégias para o desenvolvimento de capacidades de linguagem relacionadas à leitura e à produção de textos multissemióticos

• Ano de defesa: 2021
• Autor(a) principal: Tatiane Andrade Salles
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; Programa de Pós-Graduação em Letras; UFMG
• Palavras-chave em Português: Interacionismo Social. Interacionismo Sociodiscursivo. Sequência didática de gênero. História em quadrinhos. Letramento multissemiótico.; Escrita – Estudo e ensino; Produção de textos; Gêneros textuais; Estratégia textual; Leitura – Desenvolvimento; História em quadrinhos na educação
• Link de acesso: http://hdl.handle.net/1843/43146

This work deals with the development of a didactic sequence for the comics genre, so that, by means of the comic text, 7th grade students can improve their language skills related to the reading and writing of multi-semiotic texts. For this purpose, it was designed a didactic model for the comics genre, which served as the basis for the development of activities that aim at contributing to the improvement of language skills as well as allow the analysis of how the work with comics can promote students' multisemiotic literacy. This study was developed mainly with grounds on Bronckart’s Sociodiscursive Interacionism (1999, 2008), Schneuwly and Dolz’ studies about spoken and written genres and its impacts on school (2004), as well as Vygotsky’s (2007; 2008), Oliveira’s (1993) and Firedrich’s (2012) analyses on the process of learning and development based on the concepts of mediation, zone of proximal development and psychological tool. The actions carried out were theoretically grounded on the studies about the cartoon strip genre proposed by Rama et al. (2018), Vergueiro (2018), Ramos (2009) and Mendonça (2007), as well as on the recent works about multiliteracies developed by Rojo (2013) and Dionísio (2011). Methodologically, this work is a qualitative-propositional research, since it is the fruit of the identification of a problem the researcher has detected in the educational context of which she is part. Thus, it is expected that the didactic sequence that has been produced can be used in classes aimed at teaching Portuguese Language to elementary school students in order not only to develop students' multiple lang uage skills, but also to promote their multi-semiotic literacy.