A retextualização do gênero piada para o gênero histórico em quadrinhos: um relato de experiência.

Abstract

The present work has as its central theme the practice of retextualization in Portuguese classes in the 6th grade of the Elementary School. As it is a common activity in the daily life of speakers, retextualizing textual genres facilitates the improvement of our sociocommunicative skills. The general objective of this research is to show how the practice of retextualization of the textual genres joke and comic in Portuguese classes, in a 6th Elemmentary School class. In order to achieve this goal, we highlighted Textual Linguistics and its role in adopting the text as a teaching axis; we discussed about the importance of speaking and writing in the social interections; we described an experience of retextualization from the joke genre to the comic genre. The discussions held here were based, mostly, on studies accomplished by Marcushi (2010), Fávero and Koch (2005) and Soares (2005). The methodology is ex-post facto, given that this research proposed to realize a bibliographic investigation in order to draw a relationship between the discussions carried out on the issues of the study of genres from the retextualization and the practice in a 6th year class of the Elementary School. This work was developed in two stages: the first was intended to investigate important concepts, such as text, teaching, textual genres, orality, writing and retextualization; the second, in turn, presents and details an experience report during the activities experienced in the discipline of Supervised Curricular Internship III. As a result, we could observe that the exercise of retextualization created a privileged environment for the debate and analysis of oral and written genres. In addition, retextualizing significantly contributed to the student's understanding that the language is in constant creation, reformulation, readaptation.