Retextualização dos quadrinhos ao conto: uma proposta de mediação pedagógica utilizando estratégias metacognitivas

Abstract

Reading, writing, understanding, interpreting and questioning, regardless of the time and the constant technological developments, are fundamental activities in the formation of the individual and the school is the great holder of the integral formation of the student. In view of this reality, the objective of this research was to expand students’ literacy from working with two textual genres: comic books and short stories, using the retextualization process for the development of writing, based on from the studies by Marcuschi (2005) and Dell’isola (2007) and from metacognitive strategies for textual understanding based on the writings of Flavell (1979) and Brown (1982). A diagnostic activity was applied to the students of the ninth grade, subjects of this research, who were part of a group formed only by students with an age-grade lag from Seropedica’s school, in Rio de Janeiro, and it was noticed the difficulty they had to understand what was happening in the story, resulting in incoherent narratives that clashed with the base text. Then, 09 activities were elaborated, being 03 focused on the use of metacognition in textual interpretation and in the recognition of the narrative structure and 06 of writing and analysis of the text to finally carry out the process of retextualization in the final diagnosis. It was noticed the evolution of students at each stage, verified by them through the application of a questionnaire to assess whether the work done in the classroom had been satisfactory. Then, positive feedback was obtained from the students, demonstrating the efficiency of applying activities with metacognitive strategies aimed at reading competence. In addition, using retextualization made students develop writing and recognize the structures of different genres. Therefore, the importance of developing efficient reading and writing activities to mediate the relationship between students and the different ways of working with textual genres is emphasized