A construção de sentidos em inferências no gênero textual tiras: estratégias para a interpretação de texto no ensino fundamental.

Abstract

The teaching of the Portuguese language in basic education institutions currently requires changes. It becomes necessary to review mother tongue teaching methods, which should not be limited to linguistic norms, without reflecting on the use of language in society, especially with regard to textual interpretation combined with encyclopedic knowledge of students, so that they are able to produce inferences. In this perspective, this research aims to propose a didactic intervention with inferences for productive work with the interpretation of texts, based on proposals with the textual genre strips. The theoretical contribution that underlies the discussions on Textual Linguistics is based on studies by Beaugrande and Dressler (1981), Marcuschi (2008), Bentes (2012), Koch (2020) and Oliveira (2021). Regarding the concepts of reading and textual processing, the main references are from Solé (1998), Kleiman (2016), Koch and Elias (2018) and Koch (2003, 2020). Studies on textual genres are based on discussions by Marcuschi (2008, 2010), Koch and Elias (2018), Bakhtin (1997), Bronckart (1999) and Antunes (2009). With regard to the strip textual genre, studies by Ramos (2017, 2019, 2020), Vergueiro (2020) and Mendonça (2010) are quoted. The studies developed by Antunes (2009), Cavalcante (2020), Koch (2014; 2020; 2021), Koch and Elias (2018), Koch and Travaglia (2011; 2021) and Marcuschi (2008) are used to discuss the factors of textuality textual coherence, intertextuality and textual inference. It is a research with bibliographic procedures, qualitative approach and applied nature, as it proposes practical application strategies, aimed at the student, as a way to improve their reading competence. This research resulted in the development of a pedagogical guide aimed at Portuguese language teachers, which presents the concepts of text and textual genres; the composition of the strip genre and the implicit elements that can be found in the genre under study through intertextuality and the students' prior knowledge. An analysis will be made of strips by different authors, with emphasis on the production of inferences from verbal and non-verbal texts present in the genre. This guide was created to be applied by teachers in the 7th grade of elementary school. However, it can be adapted for other grades of the same stage of basic education. The development of this research contributes to the teaching-learning process in mother tongue classes in basic education, especially with regard to language education that reflects on the use of language in different communicative contexts.