O gênero textual tiras em quadrinhos: Um objeto de ensino e aprendizagem dos elementos da Oralidade presentes na linguagem escrita

• Ano de defesa: 2015
• Autor(a) principal: Silva, Alessandra Gomes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística e ensino; Mestrado Profissional em Linguística; UFPB
• Palavras-chave em Português: Tiras em quadrinhos; Strips in comics; Oralidade; Ensino e aprendizagem; Orality; Teaching and learning; LINGUISTICA::TEORIA E ANALISE LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/8467

The teaching conceptions of the oral language and its peculiarities related to writing have been increasingly recurring themes in the recent proposals of curricular frameworks that guide the learning processes of education systems in Brazil. However, the treatment given to orality in Portuguese classes is still far from ideal, considering the competences and the skills that must be developed during the teaching practice for the study of this kind of language. Before these concerns, we reflect on the alternatives of studying of oral language mediated by the genre of strips as well as the methodological referrals that the language professional can take ownership for the development of this practice. Therefore, the objective of the research was to make a study about the comic strips discursive genre as a potential object of teaching and learning of oral elements present in writing. The methodology adopted was action research, in which we elaborate a didactic proposal for linguistic analysis of oral aimed the study of the specificities of speech represented in the written language of the strips. The activity was applied in three moments to the 1st grade of high school of an official state school of Pernambuco. As theoretical contribution, we have the analysis of conversation, based on studies of Kerbrat-Orecchioni (2006) and Marcuschi (2008), in addition to we have the contributions about the oral practices at the Fávero school; Andrade and Aquino (2012) and Schneuwly and Dolz (2004) and Ramos (2014), the latter referring to the genre of strips in comic. We could recognize at the end of this scientific research that through comic narratives, the teacher can build educational strategies directed to the study of spoken and written language by the presence of constituent elements of a conversational activity in verbal interactions that make up this genre.