Uma proposta didática com o hipergênero “histórias em quadrinhos” : análise e reelaboração de questões do ENEM para mobilização das competências e habilidades de leitura

Abstract

The present study had as its main objective the construction of a didactic proposal with the hypergenre “comics” based on the analysis and re-elaboration of questions from the Enem (National High School Examination). Our intention, therefore, was to provide Portuguese Language teachers who work in High School with a conceptual and practical basis on comics so that they can, with the necessary adaptations, apply this knowlodges in the classroom and, thus, mobilize the students' reading skills and abilities. Throughout the research, we sought to encompass a diversity of textual genres that use the language of the “comics” and we defend that these textual genres are constituted of elements rich (extra)linguistic resources to be explored. We proved in our analysis that, historically, comics were neglected by the academic and school spheres, since they were treated a priori as a “reading for children”, an “easy reading” and of “little cultural value”. In this way, the work with the reading of these texts favored, on several occasions, the grammatical study disjointed with socio-communicative purposes, which ended up causing many students, even in high school (the last stage of basic education), not to develop literacy suitable for recognizing the strategies present in the texts, which form humor and/or social criticism. We selected, therefore, as a corpus of analysis the Enem tests (1998-2021) released by Inep (National Institute of Educational Studies and Research Anísio Teixeira), considering the importance and impact that this exam has assumed in the school curriculum. Since its first edition, the tests bring work with comics and, with the analysis of the questions, we specifically aim to: identify the incidence of comics in the Enem tests by textual genre and by area of knowledge; observe the nomenclature and characteristics of the textual genres that are highlighted in the statements of the questions, considering the socio-communicative purposes of these texts; and to evaluate whether the linguistic and extralinguistic strategies mobilized for the construction of humor and/or social criticism of comics are being explored to resolve the issues. In view of the results obtained, we were then able to construct didactic material that explored the language of comics to develop literacy in these genres and, thus, expand the competences and reading skills of high school students. The methodology of the work is applied and propositional, since presents an authorial didactic material. It was based on the analysis of the Enem questions, which involved the survey and quantification of data, unfolding in considerations of a qualitative and interpretive nature, anchored in theoretical references that include discussions about the theories of the text and textual genres (ANTUNES , 2003, 2007, 2010, 2017; BAKHTIN, 1979; MARCUSCHI, 2010; GERALDI, 1984), on the course of Linguistics as an autonomous science (PETTER, 2002; SAUSSURE, 1916; ILARI, 2011; MOITA LOPES, 2016), on the linguistic characteristics that make up humorous texts (GIL, 1995; MORIN, 1971; POSSENTI, 2014a, 2014b, 2018; RASKIN, 1985), on the theory related to the language of comics, its characteristics and elements (ACEVEDO, 1990; CIRNE, 1970, 1971; EISNER, 1985, 1986; MCCLOUD, 2005, 2008; VERGUEIRO, 2004a, 2004b, 2017; RAMOS, 2004, 2007 , 2009, 2013, 2017)and on the Enem test (BRASIL, 2009; CAMPOS; POLACHINI, 2011), in addition to authors and supplemental study materials.