O gênero discursivo história em quadrinhos: abordagem da leitura em livros didáticos de Língua Portuguesa destinados aos anos iniciais

Abstract

The language it is an interlocutive process, with the interpretation of messages that act and dialogue in the interaction between the subjects. It is concretized through the construction of statements that go beyond the text, as they always respond and also provoke a response. These statements establish thegspeech genres, in their different uses, according to the field in which they operate. Based on this consideration, it is relevant to point out that school practices, aimed at this bias, aim to enable the construction of more meaningful relationships when they are associated with the subject's life, making the study of genres more interesting for the student, since they emphasize the utterance as a product and also as a process. Based on this statement, the following question arises: how has the treatment been to theggenres discourses, in the processes of reading comics, in textbooks from the early years of Basic Education? It is possible to perceive that some pedagogical practices have certain inadequacies that compromise the students' proficiency. In view of this, this work is justified by its relevance to language studies, to didactic practices with genres and to the basic teaching of Portuguese Language. Based on this support, the main objective of the researchis to analyze the approach of reading practices in activities with comics, related to the study of discursive genres in Portuguese language textbooks of the early years. This analysis includes the Ápis collection (2017), , in order to verify if the proposed reading of the comics is guided by a discursive perspective. The methodological course of the study is characterized by a qualitative, bibliographic/webliographic research.The choice for this collection corroborates the evaluation and approval of the work by the PNLD. RA theoretical study was carried out on the textbook in Brazil, with the contribution of authors such as Lajolo (2008); Munakata (2003); Bittencourt (2004); Batista (2001); Cargnelutt (2015) and Gomes (2013), articulating it as a dialogic instrument, instituting the instance of a discourse as a possibility of action. In order to carry out this study, the theoretical assumptions of the Bakhtin Circle (Volóchinov, Medvedev) were circumscribed, in line with Geraldi (2006), Silva (2013) and Sobral (2011), and the theoretical contextualization of the comic book genre, with the contributions by Vergueiro and Ramos (2014). The study also presents notes by Koch and Elias (2010), who discuss the different conceptions of language and reading. From all that was explained, it was possible to problematize the approach of reading comics and to re-signify some language practices, through reflective proposals that articulated theoretical postulates to teaching practice, through the extrapolation of the potential of comics to promote discussions of the genre from conditions of production, circulation and reception.