A intertextualidade na leitura de tiras de humor no livro didático

Abstract

Intertextuality is a factor of textuality that requires the activation of previous knowledge of the reader’s cultural background, being inherent in the entire reading process, and is implicated in the effects of the text’s meaning. The comic strip is a genre of multimodal nature: as a part of the humor field, it explores a variety of situations and invites the reader to make inferences, to understand the elements implicit in it as well as to establish connections between verbal and non-verbal language. The conciliation of these elements brings the author-text-reader relationship to the heartwood of reading, which does not consider the reading concept based only on the text or the reader; instead, it aggregates the interaction between them. Thus, our dissertation aims to analyze whether the treatment given by the textbook to intertextuality in comic strips contributes to a critical reading or not. For this purpose, our research is conducted in the light of Textual Linguistics and the National Curriculum Parameters (Brazil), through authors such as Koch, Bentes and Cavalcante (2012); Koch and Elias (2013); Costa Val (2006); Antunes (2003, 2007, 2009, 2014); and Brasil (1997,1998), among others. While Ramos (2017, 2018) and Vergueiro and Ramos (2015) contribute to the characterization of the comic strip genre, Smith (1993) and Foucambert (1994) are taken as references for the reading approach. The corpus used here is composed of four Portuguese language books (6th to 9th-grade) from the collection Conexão e Uso for the construction of research elements, since our starting point is the assumption that there are contexts not yet covered in the textbook concerning intertextuality in comic strips. Therefore, at the end of this work, we propose an activity notebook, considering situations of intertextuality brought in comic strips by the textbooks and based on perspectives that prioritize a critical reading for elementary school students.