Estratégias de leitura e escrita a partir das histórias em quadrinhos: um novo olhar sobre as aulas de Língua Portuguesa no contexto do semiárido.

Abstract

This study seeks to present the importance of working with the Reading and Writing Strategies in the classroom, linked to the textual genre Comic Book (HQ) and the perspective of Contextualized Education, as a pedagogical tool that can contribute to the development of skills essential to the proficient exercise of reading and writing practices. From a theoretical point of view, this study highlights research such as Solé (1998), Cafiero (2010), Larrosa (2013), Lima (2014), Vergueiro (2009), Marcuschi (2010), Malvezzi (2007), in addition to other theoretical foundations that advocate a reflexive approach in the teaching-learning of reading and writing Strategies based on the principles of Contextualized Education, and the use of the Gender History in Comics (HQ) as a didactic-pedagogical resource. Methodologically, this work was developed from qualitative research, aiming, in general, to analyze the development of the teaching-learning process of Portuguese language in the 6th and 9th years of Elementary School of a Escola do Campo, located in São Paulo. João do Tigre-PB, proposing the use of Reading and Writing strategies based on the textual genre Comics. To enable data collection in the research field, we used questionnaires and performed classroom intervent ions through previously planned activities. Due to the context of isolation and social detachment, caused by the Covid-19 pandemic, which resulted in the implementation of remote classes in schools, and, considering the difficulty of students in relation to internet access, we created, for the purpose of communicating with groups participating in the survey, a group on WhatsApp. Through this group we carry out all stages of the work, with the production of explanatory videos to guide each activity, exchange text messages, record audios, in addition to sending PDF texts. Among the results achieved, we perceive a greater resourcefulness on the part of the students with regard to written production, reading and the comprehension / interpretation of texts, with the use of Comics. We also observed that the students were more interested in the topics covered, perhaps due to the playful aspect of this genre, permeated by images, in addition to the objectivity of verbal language. Furthermore, we verified that the stories created by them enabled the construction and projected elements of the social environment in which they live in a positive way in relation to the environment characterized as semiarid. As a result of the execution of this work, we hope to have also contributed to awaken in the subjects participating in the research a taste for reading, promoting the formation of a readership. Finally, the execution of this proposal enabled the construction of a Didactic Sequence that can be used in Portuguese language classes to work with reading and writing activities in elementary school classes.