Concepções de professoras sobre o uso das histórias em quadrinhos na prática didático-pedagógica em escolas no campo

Abstract

This research deals with the use of the textual genre Comics Book in schools in the countryside of São Sebastião de Lagoa de Roça - PB and starts from the following question: how do teachers use the textual genre Comics Book in didactic-pedagogical practice as an instrument of appropriation and intervention in the peasant world? The general objective is to analyze the teachers' conceptions of teaching about the uses of Comics Book in the Early Years (1st to 3rd Year) of Elementary School. In addition, we have specific objectives: to identify the place of Comics Book in the official educational documents of this municipality; to understand the conception of the teachers of the Early Years of Elementary School about the use of Comics Book in didactic-pedagogical practices and to discuss the potentialities of comics in the activities produced and worked by teachers from the perspective of Rural Education. We understand the importance of the use of Comics Book by teachers to contribute to the pedagogical work and provide the student with essential information to understand and, as far as possible, transform the environment that surrounds him. We start from the assumption that comics, because they present specific characteristics with verbal and non-verbal language, can help in the contextualization of the world in the field. This research is qualitative in nature. The locus of this study was three public schools located in peasant communities of this municipality. The subjects of this study were six teachers who teach in classes of the Early Years of Elementary School. Its corpus is the documentary analysis of the National Common Curricular Base – NCCB (2018), the Municipal Education Plan – MEP (2015), the National Curriculum Parameters – NCPs (1997), and the textbooks from the 1st to the 3rd year of Elementary School adopted by the school network and semi-structured interviews with the teachers. The data analysis was based on Content Analysis, by Bardin (2020). The data indicate that the teachers' conception correlates the fact that the use of comics in didactic-pedagogical practice can help students to develop and expand reading, textual comprehension, writing and creativity skills. Therefore, this textual genre used in the classroom can contribute to the teaching-learning process, to the formation of critical and participatory readers, as well as to favor the construction and appropriation of knowledge by the subjects of the peasant world, collaborating for the transformation of society.