Uma proposta pedagógica formativa para o ensino de coesão e coerência relacionada ao gênero quadrinho digital (Pixton)

Abstract

This text deals with a pedagogical proposal for teaching cohesion and textual coherence through the production of digital comics in Pixton. The objective is to elaborate a formative proposal for teachers of Portuguese Language, in which the digital HQs produced in the Pixton web tool can be used as didactic resource for the teaching of cohesion and coherence with the students. For this, we follow the theoretical interactionist perspective of Marcuschi (2008) that denotes the study of the genre as an organized, systematic activity and that aims at concrete situations of production; we welcome Antunes' (2005) perception on cohesion and its production of meaning in the text, as well as on the four rules of coherence listed by Charolles (1978). In this way, we tried to carry out a methodological approach that included a questionnaire with the teachers of Portuguese Language of the State School Francisco de Paula Correa de Araújo (EFPCA) about the fundamental elements of our research: the HQ, the Pixton and the textual elements: cohesion and consistency. Next: three workshops on: 1. The textual genre HQ and Pixton, 2. The production of Pixton HQs; and 3. aspects of cohesion and consistency constituent of the comics produced in Pixton. With this use of Pixton's HQs for the teaching of textual cohesion and coherence, we seek to reflect with the teachers of the institution the relations between: HQ, Pixton, cohesion and textual coherence and how this connection can establish possibilities for a construction of knowledge whose understanding is made from the students' textual production. With this, we seek to emphasize the relevance of treating the text in the classroom, so that the specificities of the genre in which it materializes, are observed and taken into account during the process of systematization of school work. When emphasizing the importance of the use of digital texts in the school context, pointing to a perspective of use in which the text is taken as the center of the analysis and the elements of textuality cohesion and coherence are perceived as related mechanisms during the reflection on the constitution of sense of a HQ Pixton we obtained as results: the initiation of the digital literacy of six teachers; the promotion of teachers' self-reflections about the didactics used in the production and analysis of text during LP classes and the perception of participating teachers that cohesion and coherence are better understood by students when they are glimpsed in the classroom context of class, through what they represent in terms of meaning production in the text.