Quadrinhos e bncc: competências e habilidades leitoras no livro didático tecendo linguagens do pnld 2020
Data
2022-02-25
Autores
Deroza, Beatriz Custodio 
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O presente trabalho, investiga como as competências e as habilidades prescritas pela Base Nacional Comum Curricular (BNCC) foram desenvolvidas nas atividades que propõem leitura das histórias em quadrinhos e seus gêneros (tiras, charges e cartuns) na coleção de livros didáticos de Português Tecendo linguagens dos Anos Finais do Ensino Fundamental (6º e 9º anos), aprovada pelo PNLD 2020. Procuramos verificar como as competências e as habilidades leitoras foram trabalhadas efetivamente nas atividades com HQs. Para contemplar tal proposta, iremos: 1) quantificar e classificar os exercícios com HQs de acordo com os quatro eixos de Língua Portuguesa propostos pela Base (leitura, oralidade, produção de textos e análise linguística/semiótica); 2) averiguar como as competências e as habilidades leitoras foram trabalhadas nos exercícios; 3) analisar se o potencial pedagógico e as características próprias dos gêneros dos quadrinhos foram exploradas nas atividades de leitura através de comparações entre os exercícios do 6º e do 9º ano. Após as análises, foi possível concluir que, ao partilhar suas opiniões, sentimentos e visões de mundo nas atividades de interação oral ou, pelo simples ato de ler os balões de fala, as imagens, compreender a temática, identificar o desfecho cômico e associar o quadrinho com seu contexto social para obter suas próprias conclusões e/ou opiniões, o estudante já domina as competências e as habilidades pressupostas pela Base e as caraterísticas próprias dos quadrinhos. Os resultados indicam que a verdadeira proposta do livro didático que segue os pressupostos da BNCC seja aprimorar habilidades que o estudante já possui, com o intuito de torná-lo um sujeito que mobilize diferentes conhecimentos para ler, interpretar e opinar criticamente sobre temáticas e gêneros variados. Destacamos também que, na observação das atividades com HQs e seus gêneros, encontramos catorze exercícios no volume do 6º ano, sendo sete tiras cômicas, três charges, duas HQs longas, um cartum e uma capa de revista em quadrinhos. Já no volume do 9º ano, das vinte atividades com quadrinhos, doze contém tiras cômicas, seis trabalham as charges, um a HQ longa, um aborda a página de uma HQ da coleção “Clássicos ilustrados Turma da Mônica” e não encontramos nenhum cartum neste volume. Apesar dos números expressivos de atividades com HQd e seus gêneros, fica evidente a subordinação destes com relação aos demais gêneros textuais trabalhados na coleção, apesar da premissa das autoras no Manual do professor que coloca todos os gêneros textuais do material no mesmo patamar, é inegável que os exercícios com quadrinhos integram seções secundárias e/ou apenas para a prática de um conteúdo já estudado. É possível considerar também que as competências e as habilidades listadas pela Base nada mais são do que uma forma de estabelecer metas e expectativas sobre o sujeito autônomo em desenvolvimento ao percorrer cada etapa da Educação Básica até finalizá-la no Ensino Médio.
The current work investigates how the competencies and skills prescribed by the Base Nacional Comum Curricular (BNCC) were developed in the activities that propose the reading of comics and their genres (comic strips and cartoons) in the Portuguese textbook collection Tecendo Linguagens of the Final Years of Elementary Education (6th and 9th grades), approved by PNLD 2020. We seek to verify how the reading competencies and skills were effectively worked on in the activities with comics. To contemplate this proposal, we will: 1) quantify and classify the exercises with comics according to the four axes of Portuguese Language proposed by the Base (reading, speaking, text production and linguistic/semiotic analysis); 2) investigate how the competencies and reading skills were worked in the exercises; 3) analyze if the pedagogical potential and the characteristics of the comics genres were explored in the reading activities through comparisons between the exercises of the 6th and 9th grades. After the analysis, it was possible to conclude that by sharing their opinions, feelings, and worldviews in the oral interaction activities, or by the simple act of reading the speech balloons, the images, understanding the theme, identifying the comic ending, and associating the comic with their social context to obtain their own conclusions and/or opinions, the student has already mastered the competencies and skills presupposed by the Base and the characteristics of comics. The results indicate that the real proposal of the textbook that follows the BNCC assumptions is to improve skills that the student already has, in order to make him/her a subject that mobilizes different knowledge to read, interpret and critically opine on various themes and genres. In the observation of the activities with comics and their genres, we also found fourteen exercises in the 6th grade volume, including seven comic strips, three cartoons, two long comics, one cartoon, and one comic book cover. In the 9th grade volume, of the twenty activities with comics, twelve contain comic strips, six work with cartoons, one works on a long comic strip, one covers the page of a comic strip from the collection "Classics illustrated Turma da Mônica" and we did not find any cartoon in this volume. Despite the significant number of activities with comics and their genres, the subordination of these is evident in relation to the other textual genres used in the collection. Despite the premise of the authors in the Teacher's Manual that all textual genres in the material are placed on the same level, it is undeniable that the exercises with comics are part of secondary sections and/or only for the practice of a content already studied. It is also possible to consider that the competencies and skills listed by the Base are nothing more than a way to establish goals and expectations about the autonomous subject in development throughout each stage of Basic Education until it ends in High School.
The current work investigates how the competencies and skills prescribed by the Base Nacional Comum Curricular (BNCC) were developed in the activities that propose the reading of comics and their genres (comic strips and cartoons) in the Portuguese textbook collection Tecendo Linguagens of the Final Years of Elementary Education (6th and 9th grades), approved by PNLD 2020. We seek to verify how the reading competencies and skills were effectively worked on in the activities with comics. To contemplate this proposal, we will: 1) quantify and classify the exercises with comics according to the four axes of Portuguese Language proposed by the Base (reading, speaking, text production and linguistic/semiotic analysis); 2) investigate how the competencies and reading skills were worked in the exercises; 3) analyze if the pedagogical potential and the characteristics of the comics genres were explored in the reading activities through comparisons between the exercises of the 6th and 9th grades. After the analysis, it was possible to conclude that by sharing their opinions, feelings, and worldviews in the oral interaction activities, or by the simple act of reading the speech balloons, the images, understanding the theme, identifying the comic ending, and associating the comic with their social context to obtain their own conclusions and/or opinions, the student has already mastered the competencies and skills presupposed by the Base and the characteristics of comics. The results indicate that the real proposal of the textbook that follows the BNCC assumptions is to improve skills that the student already has, in order to make him/her a subject that mobilizes different knowledge to read, interpret and critically opine on various themes and genres. In the observation of the activities with comics and their genres, we also found fourteen exercises in the 6th grade volume, including seven comic strips, three cartoons, two long comics, one cartoon, and one comic book cover. In the 9th grade volume, of the twenty activities with comics, twelve contain comic strips, six work with cartoons, one works on a long comic strip, one covers the page of a comic strip from the collection "Classics illustrated Turma da Mônica" and we did not find any cartoon in this volume. Despite the significant number of activities with comics and their genres, the subordination of these is evident in relation to the other textual genres used in the collection. Despite the premise of the authors in the Teacher's Manual that all textual genres in the material are placed on the same level, it is undeniable that the exercises with comics are part of secondary sections and/or only for the practice of a content already studied. It is also possible to consider that the competencies and skills listed by the Base are nothing more than a way to establish goals and expectations about the autonomous subject in development throughout each stage of Basic Education until it ends in High School.
Descrição
Citação
DEROZA, Beatriz Custódio. Quadrinhos e BNCC: competências e habilidades leitoras no livro didático Tecendo linguagens do PNLD 2020. 2022. 104f. Dissertação (mestrado em Letras). Escola de Filosofia, Letras e Ciências Humanas, Universidade Federal de São Paulo, 2022.