Multiletramentos e tirinhas nas aulas de língua portuguesa: uma proposta de sequência didática para turmas de 3º ano do ensino fundamental

Abstract

This research aimed to investigate the work with multiliteracies in Portuguese Language classes through the use of the comic strip as a textual-discursive genre. Since the quality of education is intrinsically linked to teacher training and professional development, the study sought to analyze the challenges and potentialities of continuing education in multiliteracies for developing teachers’ pedagogical competencies and improving the quality of instruction offered. Thus, examining teacher education within a specific municipal context, such as the city of Fortaleza, proved relevant for identifying how the strategies adopted either contributed to or limited the effectiveness of education in local schools. The study is justified by the possibility of revealing challenges present in teacher education that affect student performance and, consequently, the overall quality of the educational system. The study of textual genres is understood as an interactive activity situated in different social practices, requiring the articulation of knowledge, the use of linguistic resources, and the development of argumentative mechanisms within the school environment. The comic strip genre proved relevant and highly significant in the learning process, as it fosters the development of reading and writing skills and competencies, while also demanding critical evaluation and the capacity for positioning. From this investigative linguistic perspective—and considering relevant discussions on the topic—the theoretical framework was supported by scholars such as Geraldi (1984), Travaglia (2009), Marcuschi (2002; 2008), Dolz, Noverraz and Schneuwly (2004), Kleiman (2005; 2007), Soares (2002; 2011), Rojo (2015), Ferreiro (2013), Antunes (2002; 2003), among others. A qualitative approach was adopted, guided by action research and developed through a pedagogical intervention implemented during continuing education sessions with a group of Portuguese Language teachers. In this intervention, a didactic sequence was applied according to the proposal of Dolz, Noverraz and Schneuwly (2004). Data were collected from the activities carried out by the participating teachers. The analysis focused on a didactic sequence centered on the comic strip genre, with emphasis on its textual, linguistic, and discursive features. The analytical process examined the teachers’ productions, which supported reflections on improvements in teaching practices as well as the assessment of the functionality of these practices in social contexts. In summary, the research presents an investigation aimed at observing, verifying, analyzing, and reflecting on a pedagogical intervention focused on multiliteracies in Portuguese Language classes in early elementary school, grounded in relevant theoretical perspectives. The entire process was conducted critically and reflectively, respecting and understanding the ways in which participants appropriated knowledge within the context of Portuguese Language instruction.