Medeiros, Maria Assunção SilvaSilva, Sara Mirtes de Macedo Dantas2020-12-082020-12-082020-08-10SILVA, Sara Mirtes de Macedo Dantas. O quadrinho em sala de aula: uma proposta de intervenção com o gênero charge. 2020. 229f. Dissertação (Mestrado Profissional em Letras) - Centro de Ensino Superior do Seridó, Universidade Federal do Rio Grande do Norte, Natal, 2020.https://repositorio.ufrn.br/handle/123456789/30916The following action research with a qualitative approach to the data was organized from the exploratory phase, in which a first survey or diagnosis was constituted, and thus, we identified the problem of textual understanding. So, we raised the following question: how to improve the reading comprehension of Elementary School students? We know that there are countless learning problems in the classroom, among them, we observed that students present as one of the difficulties, reading and comprehension of texts. Thus, the decisive fact for this research to have this focus of discussion came from the application of a questionnaire with the students, in a class of the 9th grade of elementary school, from a public school, in the city of Santa CruzRN. For this, we chose the multimodal cartoon genre, considering that, with the emergence of technological media, texts with multisemiosis are increasingly present in the daily lives of apprentices. Thus, our general objective was to investigate whether students are able make sense by reading multimodal texts of the cartoon genre. As specific objectives, evidence: to analyze the students' understanding of the reading of the multimodal text and sought to ascertain the results achieved in relation to the construction of meaning that students made from reading the cartoon. As for the methodology, we conducted an action research, according to Thiollent (2011), since the locus was the classroom itself. The research is of a qualitative basis, because we analyze the students` reading and understanding through an interpretative approach, from the application of a didactic sequence based on the studies of Dolz, Noverraz and Schneuwly (2004). As a reference, we also use the studies of Bortoni-Ricardo (2008) about the teacher-researcher, Antunes (2003), with regard to Portuguese Language classes, Marcuschi (2005), in the approach of textual genres, Koch and Elias (2006), and still, Solé (1998) in reading and understanding the text, Dionísio (2006), regarding the multimodality present in the texts, Oliveira (2001), Ramos (2009), Flôres (2002), Romualdo (2000/2004), Mouco (2007) about the cartoon genre. As for the results achieved, in reading the first cartoon, without the intervention of the teacher, the students showed only the knowledge of the world about the image, paying attention to the verbal and non-verbal languages, however, still in a superficial way. In the following readings, after applying the Didactic Sequence, the students continued to rely on their previous knowledge and experience, but also, they analyzed in the text, in a more particular way, the multimodal aspects (chromatic, iconic and typographic) and, also, according to Antunes (2010), considering the global aspects of the text, being them, the reference universe, the semantic unity (thematic), the communicative purpose, the composition schemes, and the relations with other texts (intertextuality). Thus, we conclude that this research work brought positive results, because the data revealed a significant advance in the reading skills of the participating students, since they showed an improvement in terms of reading comprehension of the multimodal text.Acesso AbertoEnsinoLeituraMultimodalidadeChargemasterThesis