O gênero charge nas aulas de língua portuguesa: uma proposta pedagógica para a 3º série do ensino médio.

Abstract

With the wide diffusion of digital systems in today's society, communication becomes increasingly plural and, therefore, multimodal. In this context, the interaction between verbal and non-verbal information expanded the concept of text, which is characterized by encompassing multiple forms of language and this makes Portuguese Language teachers and students weave different views on textual genres and their potential in the school environment. In this perspective, this work aims to debate the textual genre charge in a multimodal perspective by attracting the reader through a critical, reflective and humorous way. Therefore, we highlight as a general objective to discuss the methodological potential of working with the multimodality present in the charge genre for the teaching of Portuguese Language in the classes of the 3rd grade of high school. As specific objectives we outline: to present the multimodality and its contributions in the teaching of Portuguese Language; define the cartoon genre, its characteristics, origin and differentiating it from the cartoon and the caricature; to describe a pedagogical proposal with cartoons based on the didactic sequence model of Dolz, Noverraz and Schneuwly (2004) for the 3rd grade of high school. The methodology used is of a bibliographic nature, as for the objectives it is characterized as exploratory with a qualitative approach, according to Prodanov and Freitas (2013). The discussions held in this writing were based on the contributions of: Kress and Van Leeuwen (2006, 2011), Dionísio (2005, 2014), Lima (2015), Rojo (2012), Ribeiro (2017) and among other researchers. As a result, we evidence the importance of the teacher using this diversity of texts that is presented continuously during the social practices of the students, among them the cartoon, since, by prioritizing the work with the verbal-visual elements, it will allow in-depth readings about these genres in order to make the learning process more detailed and reflective. Furthermore, we present a booklet with a proposal of activities that can be applied by teachers of this stage of teaching and that was organized in 11 classes, with activities that deal with the characteristics of the cartoon, on elements that favor the reading of this text, the production and exhibition of results by students.