Tiras do Armandinho: uma abordagem dialógica para sala de aula

Abstract

This undergraduate thesis proposes a critical reading of comic strips featuring the character Armandinho, created by Alexandre Beck, as a pedagogical resource aimed at fostering reflective and civic reading skills in middle school students. The analysis focuses on four selected strips that address Indigenous and environmental issues through the character Moacir, an Indigenous boy who symbolizes resistance, ancestry, and the wisdom of native peoples. This is a qualitative study, guided by an inductive approach, and grounded in the theoretical perspectives of Paulo Freire, Mikhail Bakhtin, and Paulo Ramos—who highlights the educational and critical potential of comic strips — as well as the didactic sequence model developed by Dolz, Noverraz, and Schneuwly. The research also aligns with the principles of the Brazilian National Common Curricular Base (BNCC), especially concerning competency-based education and the emphasis on language as social practice. It is based on the understanding that multimodal texts, such as comic strips, are powerful tools to stimulate critical thinking, encourage empathy, and broaden students' sociocultural awareness. As a result, a didactic sequence was developed for the 8th grade of middle school, aiming to promote critical reading through the analysis and discussion of verbal and visual texts. The selected comic strips were taken from the author’s official Instagram page, highlighting the importance of incorporating digital and contemporary media into the classroom, and bringing school practices closer to students’ real-life experiences.