A leitura de tirinhas em sala de aula nos 7os anos do ensino fundamental: uma abordagem pelos aspectos enquadramento, planos e ângulos de visão e sequencialidade

Abstract

This research is in the field of literature teaching and is linked to the project “Pedagogical Technologies for the teaching of literature: practical perspectives”, developed by Érika Kelmer Mathias, within the scope of the Professional Master in Letters of the Federal University of Juiz de Fora. (PROFLETRAS / UFJF) As it is an intervention research, its object is the proposal of an intervention action, with regard to the promotion of literary literacy with the comic strip genre. Many teachers, when working with comic books (comic books), have relied on textbooks to develop their practices, which makes the approach of comic genres such as manga, comic strips, novel comics, among others, somewhat inefficient. , as regards its aspect of interaction between verbal and imagetic language, as well as its hybrid aspect of literary and non-literary language. What we found is that the imagery aspect of comics has been deprecated in valuation to the verbal aspect, which compromises its reading process. Thus, this research aimed to design a didactic-pedagogical intervention to promote the broadening of students' repertoire in the comic strip genre, more specifically regarding the aspects of framing, plans and angles of vision and sequentiality. It was held in a seventh grade elementary school class in a city in the interior of Minas Gerais. It was methodologically based on aspects of action research and its theoretical foundations are the concepts of literary literacy (PAULINO and COSSON, 2009); literary polysystem (EVEN-ZOHAR, 2013); repertoire and textual voids (ISER, 1996); quadrinistic language: framing, planes, viewing angles and sequentiality (MCCLOUD, 2008), (VERG, 2004) and (RAMOS, 2009).