| dc.description.abstract | Reading is an indispensable social practice for the formation of critical citizens and participants
in the transformation of a more right and egalitarian society. In this way, socially we are faced
with several texts made up of multiple languages, which demand from their readers a
multimodal reading competence to see for the manifested meanings. Therefore, the cartoon
presents itself as one of the multimodal texts capable of contributing to the formation of a
critical and active reader. For this reason, this research has as general objective to develop a
pedagogical intervention with the application of a didactic sequence to improve the reading
competence of multimodal texts of students of the 9th grade of Elementary-middle School,
based on the textual charge genre. And as specific objectives: to identify students' previous
knowledge about the charge genre; to characterize the difficulties related to students' reading
comprehension in relation to the charge genre; to recognize the reading comprehension of the
students regarding the reading of the multimodal text, with emphasis on intertextuality,
intentionality and humor; in addition to identify the results achieved by students through the
application of the didactic sequence with the multimodal charge genre. We considered
Marcuschi (2005, 2008), Geraldi (2012), Kleiman (1995, 2013), Koch (1997), Koch and Elias
(2010), Antunes (2009, 2010, 2017), Bazerman (2006) as references for this research, Rojo
(2002, 2004, 2015), Kress and Van Leeuwen (1996), Dionísio (2005, 2007, 2013), Vieira
(2007), Teixeira (2005), Romualdo (2004), Possenti (1998), Thiollent (2011), Bortoni-Ricardo
(2013), Dolz; Noverraz; Schneuwly (2010), National Curriculum Parameters (1998) and the
National Common Curricular Base (2018). The methodology used consisted of an action
research, as we use our classroom as a laboratory, in which professor / researcher and students
are participants in the scientific investigation process. The research was developed through a
pedagogical intervention developed from the application of a Didactic Sequence. The study is
situated in the scope of the Applied Linguistics, and is characterized as a qualitative research
of an interpretative nature. Regarding the results, we can say that the research objectives were
achieved satisfactorily, considering that most students identify the characteristics of the cartoon;
they recognize the elements of textuality, namely: intertextuality, intentionality and
situationality; they identify the social contexts of production of the genre and recognize the
importance of the humor and irony for the construction of laughter and criticism. Thus, we
conclude that, this research contributed significantly to the development of students' reading
competence, based on the multimodal charge genre. | |
