Leitura, produção textual e humor gráfico: uma proposta de sequência didática desenvolvida em uma escola pública de Manaus/AM

Abstract

This dissertation presents the course and the results of the application of an action-research focused on the linguistic literacy of elementary school students from a municipal public school located on the outskirts of the city of Manaus, Amazonas. In this case, we worked with students from the 8th grade of Elementary School at Escola Municipal Profª. Dulcenides dos Santos Dias, located in the north of the city, in the Terra Nova neighborhood. Starting from the theoretical-linguistic perspectives of social literacies and multi-literacies, the research, carried out through a didactic sequence, focused on textual reading and production based on verb-visual genres of graphic humor, with emphasis on the meme, due to the its innovative, multisemiotic, democratic character in terms of access and production, although marginal or unorthodox by conventional academic standards, but commonplace in the literacy agencies of students in the research age group. The study sought to evidence the performance of students in the domain and use of linguistic and discursive skills characteristic of these texts, such as inferences, assumptions, ironies, critical reasoning, among other skills or competences, drawing, whenever possible, a parallel with genre texts. of this type required in school or large-scale examinations proposed by government spheres. The approach used was eminently qualitative in relation to the analysis of data resulting from the activities of the didactic sequence, with quantitative aspects for comparative and demonstrative purposes, especially in the characterization of the initial scenario under which the intervention took place, according to the research objectives.