Prática de leitura de mangá entre jovens leitores: investigação etnográfica.

Abstract

This research aims to investigate what reading practices are developed by members of two manga reading communities in the context of the group meetings and investigate how the school recognizes them. For this, we conducted investigations in two reading communities (one through presential interaction and another for virtual media) and a small group of teachers in order to know how such practices as well as their subjects, are recognized in school sphere. Used as theoretical concepts to the study of genres (BAKHTIN, 2000; BAZERMAN, 2006; COSTA, 2008; MARCUSCHI, 2008, 2002 and ROJO, 2005) and multimodal benchmarks (DIONISIO, 2005; MOZDZENSKI, 2008 and WYSOCKI, 2004), of literacy(ies) (Barton & HAMILTON, 2000; KATO, 1986; KLEIMAN, 2004; MEY, 2001; ROJO, 2012, 2009; SIGNORINI, 2001; SOARES, 2003; MORTATTI, 2004; SOUZA, 2011; STREET, 2010 2003) of reading (ABREU, 2001; FREIRE & MACEDO, 1990; KLEIMAN, 2007; MARCUSCHI, 2001; Matencio, 1998; PIETRI, 2007; SILVA, 2004; SILVA, 2005; SILVA, 2004 and SOLÉ, 1998), studies focused in the area of culture and community (BEAMISH, 1995 and LARAIA, 2008;), studies on comics and manga (FOGAÇA, 2003; Gazy, 2005; LUYTEN, 2005, 2000; MCCLOUD, 2008, 2005; MENDONÇA, 2005; MOLINE , 2006 and RAMA et. al., 2004). This research is embedded in the interpretive paradigm and is grounded by design for Applied Linguistics. Furthermore, the study is qualitative. As regards the kind of research applied, an ethnographic methodology base was used which provides a greater relationship between the investigator and the investigated subjects. The first step of data generation was to face semi-structured interviews, as journal field records and various documents. In the case of the Virtual reading community, subjects were investigated through virtual interviews via MSN and Orkut scraps. The survey results indicate that incentives expressed by colleagues, the circulation of the genre, the discussed themes and the multimodal aspects of the manga, enabled the community members' motivation for reading the Nipponese genre. In addition, there are certain practices that organize the groups in order to read the manga. Another point that deserves mentioning is related to the subject of manga readers. Most of them feel as such from positive conversations with their teachers. It is also worth noting that the results indicate that interviewed teachers seem to be open to a multiliteracy design reading practice. What enables, in a sense, the recognition of these subjects to read a non-school genre.