Dos quadrinhos ao podcast: a retextualização como ferramenta de análise da compreensão leitora no 9º ano do ensino fundamental

Abstract

The general objective of this research is to analyze the reading comprehension of 9th-grade elementary school students based on the activity of retextualizing comic strips into narrative prose as an intermediary text, and a podcast as the final text—the retextualized text itself—verifying the level of comprehension achieved and the reading strategies used when reading and interacting with the text. This is applied research, as an intervention proposal was carried out to understand a problem related to the elaboration of inferences and, thus, propose a solution during reading activities in the classroom. A qualitative approach to data was undertaken, collected through the development of a didactic sequence. The subjects of the research are 9th-grade students from a municipal school in Timon. The corpus consists of data regarding students' performance in the reading activity applied, from which it was possible to analyze the elaboration of inferences based on the classification proposed by Marcuschi (2018): induction, particularization, and reconstruction. In addition to Marcuschi (2018, 2010), the theoretical foundation comes from Bakhtin (2003) and Dolz & Schneuwly (2004) to address genre; Kleiman (2002), Solé (1998), Koch and Elias (2008) regarding conceptions of reading; and Dell’Isola (1988, 2007) for retextualization and inference. Mendonça (2002) and Lopes (2021), among others, supported the study of the comic strip and podcast genres. As a pedagogical reference, the National Common Curricular Base was consulted. The results reveal that students, for the most part, construct inferences in writing in a rudimentary manner, without exploring all the meanings of the expressions presented in the text, as well as failing to use their prior knowledge or extralinguistic context in their elaboration, achieving greater success during direct intervention by a mediator, which occurred during oral production. Thus, it is clear that there is a need to use other tools that allow students to better develop their reading and expressive skills. Based on this, a pedagogical product, an e-book, was developed to address the problems arising from the elaboration of inferences, using a textual genre already widely explored in the classroom, such as the comic strip, in conjunction with another still little explored, the podcast, which fosters reading and positions the student as an active participant in social practices