http://lattes.cnpq.br/8853610518508792; SANTOS, Danielle Núbia Souza.
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.
