Banca de DEFESA: MARCOS ANTONIO DE FARIAS DANTAS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MARCOS ANTONIO DE FARIAS DANTAS
DATE: 22/02/2021
TIME: 09:00
LOCAL: Via Google Meet
TITLE:

READING COMPETENCE IN THE TEXTUAL GENRE CARTOON: A PROPOSAL FOR INTERVENTION IN ELEMENTARY EDUCATION

KEY WORDS:

Reading. Reading competence. Multimodal reading. Cartoon Genre.

PAGES: 140
BIG AREA: Linguística, Letras e Artes
AREA: Letras
SUBÁREA: Língua Portuguesa
SUMMARY:

Reading is an indispensable social practice for the formation of critical citizens and participants of the transformation of a society more right and egalitarian. In this way, socially we are faced with several texts made up of multiple languages, which demand from their readers a multimodal reading competence to understand the meanings manifested by these texts. Therefore, the cartoon presents itself as one of the multimodal texts capable of contributing to the formation of a critical and active reader. For this reason, the present research has the general objective of investigating the reading process of multimodal texts of 9th year elementary-middle school students, from the textual cartoon genre. And as specific objectives: to check the students' previous knowledge about the cartoon genre; diagnose the difficulties related to students' reading comprehension in relation to the cartoon genre; to analyze the reading comprehension of the students regarding the reading of the multimodal cartoon text, with emphasis on intertextuality, intentionality and humor; and to verify the results achieved by the students through the application of the didactic sequence with the multimodal cartoon genre . Therefore, we carried out a pedagogical intervention based on the conception of textual genres defended by Marcuschi (2008). Regarding the conceptions of reading, teaching and learning about reading activity, we used the studies by Geraldi (2012), Kleiman (2013), Koch and Elias (2010) and Antunes (2010, 2017). Theoretical contributions about multimodality are established in Rojo (2004, 2012, 2015), Kress and Van Leeuwen (1996), Dionísio (2005, 2007, 2013) and Vieira (2007). The methodological apparatus is based on action research, by Thiollent (2011), from which we undertake a qualitative approach based on Bortoni-Ricardo (2013). For the pedagogical intervention, we used Dolz's Didactic Sequence proposal; Noverraz; Schneuwly (2010); and teaching guidelines are based on the National Curriculum Parameters (1998) and in the Common National Curriculum Base (2018). Regarding the results, we can say that the research objectives were achieved satisfactorily, considering that most students identify the characteristics of the cartoon genre; they recognize the elements of textuality, namely: intertextuality, intentionality and situationality; they identify the social contexts of gender production and recognize the importance of the humor and irony for the construction of the laughter and criticism. Thus, we conclude that this work contributed significantly to the development of students' reading competence, based on the multimodal cartoon genre.

BANKING MEMBERS:
Presidente - 2916579 - LUCELIO DANTAS DE AQUINO
Interna - 349683 - JOSILETE ALVES MOREIRA DE AZEVEDO
Externa à Instituição - JACIARA LIMEIRA DE AQUINO - UERN