A transposição didática do gênero história em quadrinhos (HQ) no 9° ano do ensino fundamental

Abstract

After decades of rejection by educators, comic books, in the beginning of the 90s, started to conquer their space in Brazilian classrooms. However, despite the advances achieved, negative representations of the genre still persist. Thus, and it is still necessary to adapt their possible applications to the needs of the teaching-learning process of reading and writing, surpassing the traditional conception that the comics are inferior and that must be present in teaching only in a moment of relaxation or as support for grammatical or textual questions. In this sense, with the greater intention of contributing significantly to the production ability of the HQ genre, as well as to improve students' written competence, this research analyzed the use of comic books as a didactic-pedagogical resource for teaching Portuguese in the ninth year of fundamental education, fomenting and guiding the appropriate use of the genre through a didactic sequence that enabled the students to improve not only the knowledge about the genre, but also their strategies of writing. As a theoretical framework, we chose Bakhtin for the discussion of the notion of genre, Eisner, Vergueiro, and Ramos for analysis of the comics insertion in teaching and in Dolz, Noverraz, and Schneuwly for the transposition of the genre in a didactic sequence. The analysis of the data allowed the identification of evolutions in the productions developed at the end of the didactic sequence, thus confirming its effectiveness for the teaching of comics. Therefore, we try to demonstrate through our results that through comics it is possible to achieve a productive and enjoyable language teaching.