Entre processos de significação e gatilhos do humor: aprender a ler na interação com o gênero tirinha.

Abstract

Motivated by the difficulties to the development of concrete actions turned to the formation of readers, this work, anchored on the Applied Linguistics, aims to recognize the contributions of the studies about the meaning and the interaction with processes of sense construction in humour texts, through inferences, to the development of reading abilities and capacity. In a first moment, the work establishes a theoretic-conceptual base about the reading, through a dialogic-interactive perspective, based on the contributions of Kleiman (2011, 1999, 1998), Solé (1998), Koch (2012, 2011, 2009) among others. It still approaches the conception of textual genre, in the bakhtinian perspective, and the categorization of humour cartoon, according to Ramos (2012), Cisne (2000) and Mendonça (2010, 2008, 2007, 2002). The bases to the comprehension of humour constitutive aspects and its relation with the reading development are also retaken, based on Raskin (1985), Veatch (1998) and Possenti (2010, 1998). Next, it is developed the analysis of some cartoons, which composes the interventionist activities, object of this study, allowing the retaken of the signification phenomena in the texts, as also, envisioning semantic, pragmatic and textual manifestations, based on the theories discussed by Ilari (2012, 2011, 2000), Marcuschi (2011, 2008, 2007) and Koch (2012). Considering the established objectives, it acquires an exploratory-descriptive character, characterized as a quanti-qualitative research. To achieve the established objectives, parts of the corpus were selected, composed by cartoon written comprehensions realized with 40 students from the Ensino Médio Integrado at the Instituto Federal de Educação, Ciência e Tecnologia da Paraíba Campus Sousa. The data collection was realized during four pedagogic workshops, a moment in which the construction of senses in humour cartoons was discussed and twelve written activities were applied. The analyses point to the relevance of using the humour cartoon genre on reading practices, as texts that allow the development of the reading ability. Such affirmation is justified when these texts are used on practices in the classroom, with emphasis on aspects such as: the presuppositions, the implications, the implicatures, the manifestations of senses indeterminations, the relations between the implicit and the explicit, the relation of the verbal with the non-verbal, among others explored in this work. We noticed that the association of these aspects of signification with the constitutive elements of humour, allied to a methodology with a dialogic base in the classroom, is fundamental to the teaching of reading. Key-words: Signification. Humour. Teaching. Reading.