Informativity in comic strips for the construction of argumentation
Informativity. Retextualization. Reading. Comic Strips.
Considering the text as a place of interaction for social subjects, the author-text-reader interaction is essential for the construction of meanings in the reading process. Reading is an activity that requires active participation from the readers, since, by appropriating various socio-cognitive strategies, they develop the means to fill in gaps, thus contributing to the construction of meanings. In the comic strips, for example, a textual genre widely explored in Portuguese language classes, nowadays, as it is a multimodal text, which deals with several themes, the participation of the readers is extremely important. It is from them that cooperation is expected with regard to the understanding that arises from the ability to presuppose and infer. Therefore, the work presented here aims to analyze how this textual genre has been explored in mother tongue textbooks, as well as to approach how this material has mobilized the readers’ participation, in order to make them participants active in the construction of meanings. To carry out this research, the textbooks analyzed are part of the collections Tecendo Linguagens and Conexão e Uso, both from the 6th to the 9th grade of Elementary School II. The theoretical foundation is based on the principles of Textual Linguistics and on the National Curricular Common Base, with the contribution of authors such as Koch and Elias (2018); Costa Val (2016); Marcuschi (2010); Antunes (2003, 2007, 2009); and Ramos (2021), among others. At the end of this dissertation, we propose a book of activities, an applicable product, with reading, comprehension, and production strategies (retextualization), emphasizing the relevance of informativity present in the comic strip genre.