Do texto ao texto: a leitura de HQs adaptadas de obras literárias clássicas sob a perspectiva da semiótica discursiva.

Abstract

Mastery of reading skills is extremely important in a society literate in the culture of writing. And reading well implies more than decoding. Thus, reading means knowing how to interpret and recognize meanings, differentiating the reality of each text read. In the process of reading the literary text, Semiotics provides important contributions in order to generate in the reader an effective production of the text's meaning. From these considerations, according to Cursino (2013), Semiotics is established among the social sciences as the science of meaning, aiming to study the semiotic verbal, nonverbal and syncretic pathways. The objective of this research is to investigate the development of reading competence and the reading aspirations of students, with the aim of building a didactic intervention proposal in reading adaptations of literary works for Comics History, based on Discursive Semiotics. To this end, we articulate a theoretical framework with an emphasis on the concepts of reading in dialogue with Discursive Semiotics, as a basis for the construction of the technical product in reading; we discussed the importance of Comics in promoting reading in the classroom; we relate reading impressions expressed and perceived by students during the interview and the observation of the reading class; we elaborated a prototype of a Structured Textual Reading Notebook (CELT) entitled Ilha da Significação with an adaptation in Comics by a work of classical Brazilian literature. The theoretical basis that served as support is that of Discursive Semiotics with Greimas and Courtés (2008), Pietroforte (2009), Zilberberg and Fontanille (2001) and Fontanille (2007), and theories focused on reading, proclaimed by Solé (1998) , Kleiman (2012), Koch (2008), Antunes (2009), and others who follow the same theoretical proposal, on the one hand. On the other hand, for the treatment with comics, the reflections of Cagnin (2014), Ramos (2014) and Vergueiro (2017) were used. This is an exploratory research with a qualitative approach, and was carried out with 25 students from the 9th grade of Elementary School II at José Cardoso de Araújo Elementary School, located in Sítio Aroeiras, District José de Alencar, rural area of the city of Iguatu-CE, who were invited to participate together with the Portuguese Language teacher who works in this class. Taking into account the interview with the 9th grade class of José Cardoso de Araújo Elementary School, the students' desire to have an activity involving comic books and the wellknown game Garena Free Fire was notorious. , played by almost the whole class, a fact also confirmed in the observation. Based on these theoretical reflections and students' aspirations, the result of this research was a Structured Textual Reading Notebook (CELT) entitled Ilha da Significação as a means of meaning the book O Guarani, by Ivan Jaf.