Processos de compreensão da história em quadrinhos em um protocolo de leitura: uma análise transversal de estratégias de leitura

Abstract

The aim of this paper is to present the results of a transversal survey that analyzes reading strategies mobilized among students from 1st to 5th grade of Elementary School, from tasks that involve reading of units smaller than the text and texts of different genres, including Comics, which is the focus of this work. The complexity involved in the act of reading and the social responsibility of the school as a trai - ning instance of readers are some of the points considered in this analysis, which seeks to understand, through specific tasks, the cognitive path of children before situations in which they need to reflect on the genre in use. Aware of the contributions from this reflection, we bring theoretical and methodological aspects that supported the development and implementation of the reading protocol, analyzing the answers based on an interactionist perspective of language. To think about the relation between extralinguistic knowledge and metalinguistic knowledge provided an opportunity to reflect on how children understand the genre Story in Comics as a reading which is done in moments of playfulness with colleagues and schooling situations. They are different appropriations we consider as forms of dealing with genre socially, and we call social knowledge. As it refers to a genre whose reading of the implicit aspects enriches the reader education, we argue that school offers situations in which children can reflect on the cognitive process involved in the interpretation of that genre, as well as on the reading enjoyment.