THE ART OF ENCHANTING, COMIC BOOKS AND SUBGENERS: A TRANSDISCIPLINARY PEDAGOGICAL PROPOSAL FOR LITERACY IN CONTEMPORANEITY

Abstract

One of the great challenges faced by teachers in schools, especially in Basic Education, is teaching reading to students from the perspective of literacy in this globalized era. Among these challenges is the need for new methodologies in reading and writing practices to develop reading skills. Thus, this research work focuses on comic books and their genres in the school context. Comics have been gaining more and more space, making use of thematic variations in sequential art and with diverse characters. Thus, from this new perspective, we defend the following thesis: comic books are considered important reading material and even as a source of assimilation of varied subjects in the interdisciplinary scope. Thus, this study aims to improve reading and writing practices with a focus on comics and their subgenres as teaching support in the initial years of high school. To this end, we used the following method: Designed as cross-sectional research, with a quantitative and qualitative approach. It consists, in terms of its nature, of basic research with exploratory, descriptive, bibliographic and field objectives, with data analyzed from the studies of Lakatos and Marconi (2003), Cervo, Bervian, and Silva, (2007), Dolz, Noverraz and Schneuwly (2004) and others. With a qualitative and quantitative approach to the problem. The data for analysis were collected by applying questionnaires with questions to students and teachers about their impressions of the comic book genre, as well as the application of a didactic sequence as an intervention plan. It was found that the experiences with the use of comics and their genres as an improvement in reading and writing difficulties can indeed be a viable instrument as a pedagogical resource in the process of significant learning, confirming the research hypotheses. Finally, it is confirmed that working with comics and their subgenres, when used in cognitive literacy practices, helps to minimize the reading and writing difficulties of students in the initial years of high school.