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.