Quadrinizing in Art Teaching: A Didactical Proposal for the Use of Comics in Elementary School
Comics, Didactic Proposal, Art Teaching, Visual Language, Elementary School
In line with the theoretical-methodological approach of teaching practices, this proposal is presented, entitled “Quadrinizing in Art Teaching: A Didactical Proposal for the Use of Comics in Elementary School” through a research and analysis during a Comics workshop held at the Santa Terezinha State School, located in the city of São João do Sabugi (RN), based on the observation of the praxis applied to the 9th grade students, who are undergoing a transition for the high school cycle, and may come across evaluations that use the interpretation of their visual signs. The problem arose from the need to investigate how they treat comics in their school and personal experience at the public institution, and to unravel the difficulties identified to better understand the junction of these elements, which are divided between reframes, balloons, onomatopoeias, creation from characters, scenarios, scripts, to editing and final publication. In order to substantiate the challenges encountered in this process, we analyze the thoughts of authors such as Bibe-Luyten (1987), Barbosa (1987), Eisner (1999), Libane (1994), McCloud (2005), Vergueiro (2010) and other researchers who contributed to the study of art. It is hoped that the result of this work will contribute to the understanding of the importance of using sequential art in the classroom, in a thematic axis that can have a critical analysis function of the student and the teacher, better disseminating their language through their representations and works.