A inferência como estratégia para compreensão de charges

• Ano de defesa: 2020
• Autor(a) principal: Valdinéia da Penha Rhodes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FALE - FACULDADE DE LETRAS; Programa de Pós-Graduação em Letras; UFMG
• Palavras-chave em Português: Leitura; Inferência; Estratégia de leitura; Charge; Leitura (Ensino fundamental) – Estudo e ensino; Leitura crítica; Ambiente de sala de aula; Gêneros textuais; Compreensão na leitura; Letramento
• Link de acesso: http://hdl.handle.net/1843/34175

This research emerged from the teacher researcher’s particular concern to realize that her students have come to final grades of elementary school (EF) presenting a performance profile expected for the previous years, not mastering essential reading skills to understand a text. Among the skills unconsolidated by the students, there is the production of inferences, prioritized in this work. So, this dissertation is designed in order to investigate the importance of making inferences for a critical and reflective reading. Thus, a teaching project was planned, focusing on the development of strategies through the reading of cartoons, and developed in a group of students of 9th grade of EF at a school in Minas Gerais, during the months of June and July 2019. This is a research with qualitative nature, interventional, and it is justified by proposing a project focusing on an essential skill for understanding, not only of the cartoon genre, but also from other genres - the inference. The cartoon is a relevant choice for being a multimodal genre, whose goal is to mobilize criticism by reporting a reality or satire of some fact or someone; besides being a genre enjoyed by students for provoking humor, but in most cases, it is not understood by them. For this study the skills suggested by the Common National Base Curriculum (BNCC) are especially considered as well as the studies by Cafiero (2005, 2010) and Kleiman (2011) on reading, Solé (1998) on reading strategies, Rojo (2009, 2012, 2013) and Dionísio (2003) on multiliteracies and multimodality, Coscarelli (2010, 2012), Dell'Isola (2001) and Vargas (2015) on inferences and Oliveira (2001), as regarding the cartoon gender, among others. The records of the observations of the teacher researcher in a diary about the speeches and attitudes of participating subjects, as well as photographs and audio/video recordings served as instruments for data generating. The results indicate that systematic activities for the reading of cartoons have contributed positively for students to mobilize more strategies and they have been able to understand the global text directions, identifying implicit information and clues offered by the cartoons, being able to infer the criticism and humor presented.