A Postura Ativa do Professor (PAP) em prol da ampliação de repertório literário com HQs no livro didático de língua portuguesa

Abstract

This research is located in the field of literature teaching and is linked to the Professional Master's Degree in Literature at the Federal University of Juiz de Fora (ProfLetras/UFJF). It is a research of a propositional nature and its object is the position and, consequently, the teacher's performance in relation to the textbook in relation to the work with teaching literature, in a perspective with comic book genres, more specifically, comic strips. We emphasize that this is not about proposing changes or reformulations in this teaching instrument, but rather presenting possibilities for expanding the ways of using it in the classroom, since, often, the way in which teachers interact with the LD it is as if it were a manual, to be followed almost unquestionably, a stance that ends up minimizing its role as teaching support and elevating it to a leading role that does not belong to it, but rather to the teacher/ or who adopted it. In this way, we carried out a critical analysis of the comic strips and comics contained in a current Portuguese language textbook in use in a public school in Brazil and, through a Pedagogical Notebook, which accompanies the dissertation material, we suggest activities that can be developed in the classroom based on adaptations, expansions, enhancements and even rejection of proposed activities and/or texts organized in the textbook, so that the teacher/or assumes a more active position in relation to this teaching tool, assuming what we call, in this work, PAP (Teacher’s Active Posture). The research aimed to design an analytical and didactic-pedagogical proposal to promote the expansion of the students' repertoire based on the literary corpus available in textbooks, taking into account that, in many cases, this is the only support teaching method to be used by the teacher, especially in public schools. Methodologically, we adopted a quantitative-qualitative approach; with an experimental objective and procedures of bibliographical, documentary and action research research in relation to the application proposal created by the research process itself. For the theoretical foundations we work with the concepts of literary literacy (PAULINO and COSSON, 2009); literary repertoire (ISER, 1996), literary polysystem (EVEN-ZOHAR, 2013), literary schooling (SOARES, 2011) and comic language (MCCLOUD, 2008; VERGUEIRO, 2004).