Histórias em quadrinhos como instrumentos de produção de sentidos nas aulas de língua portuguesa.

Abstract

Text gender are an important tool for Portuguese language teaching, since text- based teaching involves numerous aspects such as reading, interpretation and comprehension of the text and the meanings that arise when the individual connects with the text. Thus, this research aims to show the importance of working with textual genres in Portuguese language classes, more specifically the gender comics as a pedagogical tool that enables learning and reflection on the language. In this way, the main objective of this research was to analyze how the Portuguese textbook of the 6th year of Elementary School II of Willian Cereja and Carolina Dias Vianna (2018) guides the work with the comics. As for the methodology, it is a bibliographical research, since we are based on consultations through books, theses, dissertations and academic articles. The nature of this research is descriptive and qualitative, as we seek to show the importance of work with the textual gender comics-cartoons, as a pedagogical tool that assists in the production of meanings, as well as documentary, to the point that we analyze the way this gender is approached in the textbook of the 6th grade. The theoretical foundations that support the research come from the studies of Barbosa et al (2018), Koch and Elias (2007), Marcuschi (2004; 2008), Oliveira (2010), Antunes (2003), Cavalcante (n/d), Luyten (1984, 1985), among others. At the end of the research we conclude that with the passage of time we had several achievements regarding the teaching of languages starting from the text. In this context, when we start from the object of research here commented on, the comics, a text widely used today, we realize that such a genre, previously seen only as a pastime for many, is now explored in the light of the interactive language approach in language textbooks Portuguese, specifically in the book analyzed here, Portuguese Language, by Cereja and Vianna (2018). Thus, as a way to contribute to and complement reflective practices in the classroom, we present a didactic proposal to be used by Portuguese-speaking teachers in Elementary School II around the genre comics.