As tirinhas como ferramenta de leitura crítica na sala de aula

Abstract

One of the expected competencies regarding Portuguese language teaching in the final stages of elementary education, according to BNCC (2018), is that the student can listen and produce oral, written and semiotic texts that circulate in different fields of teaching and media, with understanding, autonomy, fluency and criticality. What, in turn, still constitutes one of the major pro blems found in the classroom, given that most students only decode what is put in the texts, failing to carry out proficient readings beyond what is presented on the surface textual. In view of this,this work aims to propose strategies for the development of critical reading in 8th grade students. To support our research, we used the theoretical contributions of Dionísio (2011), Dionísio, Vasconcelos and Souza (2014), Cani and Coscarelli (2016) and Ramos (2009) to address issues related to multimodal texts and their reading; Marcuschi's (2008) studies on textual genres; Antunes (2003; 2009) and Geraldi (1997) to support the teaching of Portuguese; and Schneuwly, Dolz and Noverraz (2004) to discuss aspects concerning the work with the didactic sequence in the classroom, which will support our intervention proposal. From a methodological point of view, this work follows the guidelines proposed by Thiollent (1986) on action research, with a qualitative approach to the data according to Flick (2009). We also use the guidelines commanded by the National Curricular Parameters (1998) and by the National Common Curricular Base (2018) regarding guidelines for teaching and learning the mother tongue. The results obtained, on the one hand, led us to recognize, from the q uestionnaire applied in order to obtain information about the students' notions and preferences of reading, that this is still conceived by them in a linguistic perspective centered on written verbal language. On the other hand, the data revealed that stud ents are receptive to texts that present themselves with images, placing the cartoon genre as one of the most common readings. Thus, the choice of genres to be worked on in reading activities should take these issues into account so that the teacher can wo rk in order to develop reading in a critical perspective. Also, considering the assumptions that guide this research and that support the didactic sequence developed, we understand that this is configured as a possibility of working with reading, seeking t o achieve the formation of a critical and reflective individual, capable of assigning meanings to the text, going beyond the limits of what is presented on the textual surface of the comic strip genre and, consequently, from other verbvisual genres. This work is important for the teaching of the Portuguese language because it provides students with contact with reading through a genre that addresses reflections and criticisms of a real and social nature, making them weave analyzes beyond what is explicit i n the text, collaborating for the formation of a critical reader.