As tirinhas em sala de aula : uma análise dos processamentos textuais em atividades de leitura e interpretação

Abstract

Given the low performance indexes in the reading and interpretation skills of verbal and/or non-verbal texts, revealed by the results of internal and external assessments applied to basic education students in Brazil, it is necessary that the Teacher understands what leads the student to present such a learning deficit. Thus, this research presents one of the possible pathways that allows the teacher to understand how the student processes the text, through an analysis of the knowledge systems (linguistic, encyclopedic and interactional) activated in the course of Reading activities and constructing meanings involving the textual genre comic-strip story. To this end, we adhere to the socio-interactionist perspective of language, through the study of the textual/discursive genre introduced by Bakhtin (1997) and disseminated in Brazil, especially by Marcuschi (2008); We articulate with the contributions of Koch and Elias (2010 and 2014) on the relevance of the knowledge systems and their interaction for a meaningful reading of the text by the reader; As well, we dive into the world of comics/comic books highlighting aspects that contribute to the comprehension of this genre (composition, style and content) through the studies of Ramos (2009 and 2017), Vergueiro (2016), Dikson (2011 and 2015) and Acevedo (1990). With this theoretical contribution, we seek to accomplish, through action Research (THIOLLENT, 1986), a methodological approach focused on the experience of a didactic pedagogical project aimed at promoting reading activities and understanding of comic books in a room of Class with Students Dand a 7th year of Elementary School of the Municipal College of Guadalajara, located in the rural area of the municipality of Paudalho-PE, Always promoting the use-reflection-use of the textual genre in a study by means of multiple choice interpretative exercises, oral exposure and textual production. Among this diversity of corpus collected, two reading activities were chosen (activity of multiple choice textbooks and production activity written in comic book), restricting us to three specimens of each to compose the corpus of Analysis. In the course of the analyses, we emphasize the possible knowledge (linguistic, encyclopedic and interactional) mobilized by students A, B, C and D during the processing of the text, highlighting the elements that would promote the success or failure of these subjects in Reading and comprehension activities of the proposed comic book. However, we found that these knowledges are always articulated to construct the meaning of the text, and cannot be studied separately, because, despite attempts to analyze individual knowledge, there was always the need to interact with Other to understand the possibility of interpretation attributed by the student to the text. This fact leads us to reflect on the relevance of the teacher returning his pedagogical look, not only to isolated contents, but to the comprehension of the knowledge systems, probably activated by the students at the time of the resolution of the activities of reading and textual interpretation, because this new look will enable the teacher to raise hypotheses about such results and develop pedagogical actions necessary for the optimization or intervention on a given knowledge.