A informatividade presente nas tirinhas de humor: para uma leitura responsiva ativa

Abstract

Considering the text as a place of interaction of social subjects, the author-text-reader interaction is essential for the construction of meanings in the reading process. Reading is an activity that requires the reader’s active participation, since, by appropriating various socio-cognitive strategies, they can complete gaps, thus contributing to the construction of meanings. In the Comic Strips – a textual genre widely explored in Portuguese language classes currently, as it presents multimodal features and deals with several themes – the reader’s participation is extremely important. It is from readers that cooperation is expected regarding the comprehension arising from the ability to presuppose and infer. Therefore, the work presented here aims to analyze how this textual genre has been explored in mother tongue textbooks, as well as to approach how this material has worked the informativeness present in the Comic Strips, in order to conquer the reader’s involvement and make them an active participant in the construction of meanings. In this research, the textbooks analyzed are part of the collections Tecendo Linguagens and Conexão e Uso, both from the 6th to the 9th year of Middle School. The theoretical framework is based on the principles of Textual Linguistics and the Common National Curriculum Base, with the contribution of authors such as Koch and Elias (2018); Costa Val (2016); Marcuschi (2010); Antunes (2003, 2007, 2009); and Ramos (2021), among others. At the end of this dissertation, we propose an exercise book, an applicable product, with reading and comprehension strategies, emphasizing the relevance of the informativeness present in the genre of Comic Strips.