A inferência como estratégia para compreensão de charges

Detalhes bibliográficos
Ano de defesa: 2020
Autor(a) principal: Valdinéia da Penha Rhodes
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
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
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://hdl.handle.net/1843/34175
Resumo: 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.