Leitura e histórias em quadrinhos: tiras no livro didático e suas potencialidades em processos inferenciais
Data
2023-08-31
Autores
Araújo, Cíntia Alcantara de 
Orientadores
Ramos, Paulo Eduardo
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O presente estudo objetiva analisar um recorte de tiras existente na coleção de Livro Didático
de Língua Portuguesa para o ensino fundamental I, intitulada “Ápis”, das autoras Ana Maria
Triconi Borgatto, Terezinha Costa Hashimoto Bertin e Vera Lúcia de Carvalho Marchezida,
da Editora Ática, para, então, fundamentar práticas de ensino que potencializem o processo de
formação leitora. Para nos aproximarmos de uma aprendizagem leitora significativa,
propomos estratégias que possam potencializar as aulas de leitura através do humor da tira,
com vistas ao processo de produção de sentidos. O método utilizado na investigação
caracteriza-se como uma pesquisa bibliográfica, de natureza qualitativa. Para tanto, utilizamos
dados qualitativos nos subsidiará na construção das considerações finais conduzidas por este
levantamento, sob a ótica da Linguística Textual, sobre quadrinhos, tiras e o processo de
construção de sentidos na formação leitora. A partir da análise de um recorte de seis tiras
cômicas de diferentes autores contidas na coleção, foi possível perceber a importância em
aproveitar estes recursos de maneira significativa através do exercício inferencial, buscando
pistas nas informações implícitas do texto. Como resultado, evidenciaremos as tiras como
objeto potencializador na aula de leitura, apresentando autores que contribuem com este
estudo, como Ramos (2011; 2014; 2017), Simões (2018), Vergueiro (2006) e Barbieri (2017)
no que se refere à HQ, e da Linguística Textual, serão acionados os trabalhos de Elias e Silva
(2017), Koch (1997, 2015), Marcuschi (2008), Dell‟Isola (2001) e Cavalcante (2021), Solé
(1998), Kleiman (2016), Cafiero (2010) e Coscarelli (2010, 2016, 2019). Por meio de toda a
pesquisa realizada e do aporte bibliográfico, é possível confirmar os a existência de outros
gêneros das tiras, e como resultado do estudo defendemos que as tiras são valorosos recursos
textuais para o exercício de construção de sentidos, auxiliando na formação leitora e
fomentação da leitura no ambiente escolar, para obtenção de uma educação mais interativa,
dinâmica e construtivista.
The present objective study analyzes a selection of strips in the collection of the Portuguese Language Textbook for elementary school I, entitled “Ápis”, by the authors Ana Maria Triconi Borgatto, Terezinha Costa Hashimoto Bertin and Vera Lúcia de Carvalho Marchezida, from Editora Ática , for, then, fundamental teaching practices that enhance the reader's training process. To get closer to meaningful reading learning, we propose strategies that can enhance reading classes through the humor of the strip, with a view to the process of meaning production. The method used in the investigation is characterized as bibliographical research, of a qualitative nature. To this end, we will use qualitative data to support us in the construction of the final considerations made by this survey, from the perspective of Textual Linguistics, about comics, strips and the process of constructing meanings in the formation of the reader. From the analysis of a selection of six economic strips by different authors contained in the collection, it was possible to perceive the importance of taking advantage of these resources in a meaningful way through the inferential exercise, searching for clues in the implicit information in the text. As a result, we will highlight the strips as an enhancing object in the reading class, presenting authors who comment on this study, such as Ramos (2011; 2014; 2017), Simões (2018), Vergueiro (2006) and Barbieri (2017) with regard to to HQ, and Textual Linguistics, the works of Elias e Silva (2017), Koch (1997, 2015), Marcuschi (2008), Dell'Isola (2001) and Cavalcante (2021), Solé (1998), Kleiman (2016), Cafiero (2010) and Coscarelli (2010, 2016, 2019). Through all the research carried out and the bibliographic sport, it is possible to confirm the existence of other genres of strips, and as a result of the study we argue that strips are valuable textual resources for the exercise of constructing meanings, helping in the formation of the reader and promoting reading in the school environment, to provide a more interactive, dynamic and constructivist education.
The present objective study analyzes a selection of strips in the collection of the Portuguese Language Textbook for elementary school I, entitled “Ápis”, by the authors Ana Maria Triconi Borgatto, Terezinha Costa Hashimoto Bertin and Vera Lúcia de Carvalho Marchezida, from Editora Ática , for, then, fundamental teaching practices that enhance the reader's training process. To get closer to meaningful reading learning, we propose strategies that can enhance reading classes through the humor of the strip, with a view to the process of meaning production. The method used in the investigation is characterized as bibliographical research, of a qualitative nature. To this end, we will use qualitative data to support us in the construction of the final considerations made by this survey, from the perspective of Textual Linguistics, about comics, strips and the process of constructing meanings in the formation of the reader. From the analysis of a selection of six economic strips by different authors contained in the collection, it was possible to perceive the importance of taking advantage of these resources in a meaningful way through the inferential exercise, searching for clues in the implicit information in the text. As a result, we will highlight the strips as an enhancing object in the reading class, presenting authors who comment on this study, such as Ramos (2011; 2014; 2017), Simões (2018), Vergueiro (2006) and Barbieri (2017) with regard to to HQ, and Textual Linguistics, the works of Elias e Silva (2017), Koch (1997, 2015), Marcuschi (2008), Dell'Isola (2001) and Cavalcante (2021), Solé (1998), Kleiman (2016), Cafiero (2010) and Coscarelli (2010, 2016, 2019). Through all the research carried out and the bibliographic sport, it is possible to confirm the existence of other genres of strips, and as a result of the study we argue that strips are valuable textual resources for the exercise of constructing meanings, helping in the formation of the reader and promoting reading in the school environment, to provide a more interactive, dynamic and constructivist education.