DSpace Coleção:https://repositorio.ufms.br/handle/123456789/25532026-04-07T13:06:42Z2026-04-07T13:06:42ZPRODUÇÃO DE HISTÓRIAS EM QUADRINHOS BASEADAS EM FÁBULAS: UMA PROPOSTA DE INTERVENÇÃO PEDAGÓGICA COM USO DA SEQUÊNCIA DIDÁTICAhttps://repositorio.ufms.br/handle/123456789/130932025-11-17T15:55:55Z2025-01-01T00:00:00ZTítulo: PRODUÇÃO DE HISTÓRIAS EM QUADRINHOS BASEADAS EM FÁBULAS: UMA PROPOSTA DE INTERVENÇÃO PEDAGÓGICA COM USO DA SEQUÊNCIA DIDÁTICA
Abstract: ABSTRACT
This dissertation aims to present the results of research carried out in the context of Portuguese language teaching, where comic books (comics) have stood out as an attractive and engaging form of textual expression. Combining visual and linguistic elements, this genre presents itself as a pedagogical tool rich in possibilities for developing students' reading, writing and communication skills. Comic books have their own language, characterized by the integration of sequential images, speech bubbles, onomatopoeia and visual resources that help in the construction of the narrative. This form of multimodal communication challenges students to interpret and produce texts that effectively combine verbal and non-verbal elements. This research, with a qualitative approach, is framed as action research, as it is developed in the context of the Professional Master's Degree in Language Studies – PROFLETRAS and presupposes the active participation of the teacher and the class analyzed. The objective of the research iss to identify and analyze the difficulties faced by elementary school fifth grade students of in the production of comic books. Furthermore, through the didactic sequence as a pedagogical intervention tool, moments of reflection, replanning of classes and adaptation of classroom practices, the study intends to present a methodological proposal for teaching textual production of comics based on fables. During the application of the didactic sequence and analysis of the students' production, the characteristics of the comic book genre and the mandatory, optional and sequential compositional elements that were challenging to the students in their written productions will be identified. To this end, the theoretical foundation of this research is based on studies of multimodal text (Granström, House, Karlsson, 2002;Barros, 2009; Teixeira, Faria, De Sousa, 2014; Jewitt, Bezemer, O'Halloran, 2016), Systemic-Functional Linguistics (Halliday, 1994; Halliday, Mathiessen, 2013), Visual Design Grammar (Kress, Van Leeuwen, 2006; 2020) and studies on context, text, register and genre developed by Hasan (1995, 2004, 2009), Matthiessen (1993, 2013) and Martin (1992). Interventions will be carried out in the writing practices of 5th year C students at Escola Municipal Flausina de Assunção Marinho (Três Lagoas-MS), applying the assumptions of the Didactic Sequence (Dolz, Noverraz and Schneuwly, 2004) and in accordance with the due and necessary ethical protocols. It is expected that, at the end of the study and analysis of the students' productions, students' advances in adapting to the genre and in the use of verbal and non-verbal language to express ideas, emotions and humor in the production of comics will be identified. The results and development of the didactic sequence obtained in this research will be useful for educators who face similar learning situations in their classes, enabling the application of more effective pedagogical approaches aimed at developing students' textual production.
Keywords: Comic books; Multimodality; Following teaching; Genres.
Tipo: Dissertação2025-01-01T00:00:00ZGÊNERO DISCURSIVO RELATO DE EXPERIÊNCIA: INTERAÇÃO COLABORATIVA EM SALA DE AULAhttps://repositorio.ufms.br/handle/123456789/129752025-11-04T23:12:55Z2025-01-01T00:00:00ZTítulo: GÊNERO DISCURSIVO RELATO DE EXPERIÊNCIA: INTERAÇÃO COLABORATIVA EM SALA DE AULA
Abstract: This research, set within the context of Portuguese language teaching, aims to investigate the writing development of sixth-grade students through the implementation of a sequence of activities centered on the discursive genre experience report. Grounded in interactionist and dialogic perspectives on language
(Geraldi, 1997; Bakhtin, 2003a; Vygotsky, 2009), the study considers writing as a situated social practice, permeated by the voices and experiences of individuals. It is also anchored in Coracini's (2010) discursive perspective, which emphasizes authorship and subjectivity as constitutive of language, and in Koch's (2002) Textual Linguistics, which understands the text as a space for interaction between
author and reader. The overall objective is to investigate the relationship between the continuous practice of reading and writing and the development of discursive skills in students in the final classes of elementary school, through an intervention project that aims to demonstrate how this initiative contributes to the development of students' writing. The specific objectives included: tracking on student engagement in the dynamics of the proposed interactionist activities; discussing the relationship between
the applicability of the experience report genre and the development of students' discursive skills; and analyzing and interpreting the challenges faced by the teacher-researcher in implementing the intervention project focused on the production of experience report. The research question that guided the study was: How can a pedagogical intervention based on the experience report genre promote
discursive and authorial advances in the writing of middle school students? The methodology adopted is discursive and qualitative in nature, characterized as action research (Denzin & Lincoln, 2006; Franco, 2005), aligned with the interdisciplinary perspective of Applied Linguistics (Moita Lopes, 2006) and the contributions of Brazilian studies (Pereira & Roca, 2009; Amorim, 2017), which recognize the
importance of researcher engagement in the social context of the investigation. In this sense, the teacherresearcher's intervention occurred directly in the rewriting of the texts, through collaborative mediation that promoted reflection, revision, and the social circulation of writing among peers. The sequence of activities included production, meaningful readings, debates, collective analysis, guided rewriting, and final publication in book format, which helped students perceive writing as a social and dialogical practice. The results revealed advances in discursive organization, the expression of subjectivity, and the recognition of the reader as a interlocutor of the text. It is concluded that interactionist pedagogical practices, centered on genres that connect with personal experiences, represent powerful pathways for developing writing in schools, fostering more critical, independent, and participatory approaches to language use.
Keywords: Writing, experience report, discursive genre, Portuguese language teaching, action research.
Tipo: Dissertação2025-01-01T00:00:00ZGÊNERO DISCURSIVO RELATO DE EXPERIÊNCIA: INTERAÇÃOCOLABORATIVA EM SALA DE AULAhttps://repositorio.ufms.br/handle/123456789/129742025-11-04T23:04:36Z2025-01-01T00:00:00ZTítulo: GÊNERO DISCURSIVO RELATO DE EXPERIÊNCIA: INTERAÇÃOCOLABORATIVA EM SALA DE AULA
Abstract: This research, set within the context of Portuguese language teaching, aims to investigate the writing
development of sixth-grade students through the implementation of a sequence of activities centered on
the discursive genre experience report. Grounded in interactionist and dialogic perspectives on language
(Geraldi, 1997; Bakhtin, 2003a; Vygotsky, 2009), the study considers writing as a situated social
practice, permeated by the voices and experiences of individuals. It is also anchored in Coracini's (2010)
discursive perspective, which emphasizes authorship and subjectivity as constitutive of language, and
in Koch's (2002) Textual Linguistics, which understands the text as a space for interaction between
author and reader. The overall objective is to investigate the relationship between the continuous practice
of reading and writing and the development of discursive skills in students in the final classes of
elementary school, through an intervention project that aims to demonstrate how this initiative
contributes to the development of students' writing. The specific objectives included: tracking on student
engagement in the dynamics of the proposed interactionist activities; discussing the relationship between
the applicability of the experience report genre and the development of students' discursive skills; and
analyzing and interpreting the challenges faced by the teacher-researcher in implementing the
intervention project focused on the production of experience report. The research question that guided
the study was: How can a pedagogical intervention based on the experience report genre promote
discursive and authorial advances in the writing of middle school students? The methodology adopted
is discursive and qualitative in nature, characterized as action research (Denzin & Lincoln, 2006; Franco,
2005), aligned with the interdisciplinary perspective of Applied Linguistics (Moita Lopes, 2006) and
the contributions of Brazilian studies (Pereira & Roca, 2009; Amorim, 2017), which recognize the
importance of researcher engagement in the social context of the investigation. In this sense, the teacherresearcher's intervention occurred directly in the rewriting of the texts, through collaborative mediation
that promoted reflection, revision, and the social circulation of writing among peers. The sequence of
activities included production, meaningful readings, debates, collective analysis, guided rewriting, and
final publication in book format, which helped students perceive writing as a social and dialogical
practice. The results revealed advances in discursive organization, the expression of subjectivity, and
the recognition of the reader as a interlocutor of the text. It is concluded that interactionist pedagogical
practices, centered on genres that connect with personal experiences, represent powerful pathways for
developing writing in schools, fostering more critical, independent, and participatory approaches to
language use.
Keywords: Writing, experience report, discursive genre, Portuguese language teaching, action research.
Tipo: Dissertação2025-01-01T00:00:00ZGÊNERO DISCURSIVO RELATO DE EXPERIÊNCIA: INTERAÇÃO COLABORATIVA EM SALA DE AULAhttps://repositorio.ufms.br/handle/123456789/129732025-11-04T23:03:24Z2025-01-01T00:00:00ZTítulo: GÊNERO DISCURSIVO RELATO DE EXPERIÊNCIA: INTERAÇÃO COLABORATIVA EM SALA DE AULA
Abstract: This research, set within the context of Portuguese language teaching, aims to investigate the writing
development of sixth-grade students through the implementation of a sequence of activities centered on
the discursive genre experience report. Grounded in interactionist and dialogic perspectives on language
(Geraldi, 1997; Bakhtin, 2003a; Vygotsky, 2009), the study considers writing as a situated social
practice, permeated by the voices and experiences of individuals. It is also anchored in Coracini's (2010)
discursive perspective, which emphasizes authorship and subjectivity as constitutive of language, and
in Koch's (2002) Textual Linguistics, which understands the text as a space for interaction between
author and reader. The overall objective is to investigate the relationship between the continuous practice
of reading and writing and the development of discursive skills in students in the final classes of
elementary school, through an intervention project that aims to demonstrate how this initiative
contributes to the development of students' writing. The specific objectives included: tracking on student
engagement in the dynamics of the proposed interactionist activities; discussing the relationship between
the applicability of the experience report genre and the development of students' discursive skills; and
analyzing and interpreting the challenges faced by the teacher-researcher in implementing the
intervention project focused on the production of experience report. The research question that guided
the study was: How can a pedagogical intervention based on the experience report genre promote
discursive and authorial advances in the writing of middle school students? The methodology adopted
is discursive and qualitative in nature, characterized as action research (Denzin & Lincoln, 2006; Franco,
2005), aligned with the interdisciplinary perspective of Applied Linguistics (Moita Lopes, 2006) and
the contributions of Brazilian studies (Pereira & Roca, 2009; Amorim, 2017), which recognize the
importance of researcher engagement in the social context of the investigation. In this sense, the teacherresearcher's intervention occurred directly in the rewriting of the texts, through collaborative mediation
that promoted reflection, revision, and the social circulation of writing among peers. The sequence of
activities included production, meaningful readings, debates, collective analysis, guided rewriting, and
final publication in book format, which helped students perceive writing as a social and dialogical
practice. The results revealed advances in discursive organization, the expression of subjectivity, and
the recognition of the reader as a interlocutor of the text. It is concluded that interactionist pedagogical
practices, centered on genres that connect with personal experiences, represent powerful pathways for
developing writing in schools, fostering more critical, independent, and participatory approaches to
language use.
Keywords: Writing, experience report, discursive genre, Portuguese language teaching, action research.
Tipo: Dissertação2025-01-01T00:00:00Z