Leitura de tirinhas: desenvolvendo a estratégia inferencial no 6° ano do ensino fundamental

Abstract

In the processing of reading, understanding is a relevant factor, as reading without understanding is restricted to an activity of mere decoding. For understanding processing, the elaboration of inferences is important, since, when reading, the reader triggers prior knowledge, associating them with what is on the textual surface, which enables the construction of text meanings. To this end, in the teaching of reading, inferential strategy development should receive considerable significance, which involves the cognitive operations in which, starting from a set of pre-existing information, new semantic information is produced, not explicit in the text. Based on this vision, this study was developed, whose theme is the elaboration of inferences in the reading of the comic strip genre by students of the 6th year of Elementary School. The research was guided by the following questions: how do students understand the comic strip genre and how is the work with this genre in school justified? What strategies do students utilize to understand the comic strips? To what extent are students able to draw inferences? What kinds of inferences do students make? With regard to the answers, it was established as a general objective the evaluation of the reading performance of 6th grade students concerning the elaboration of inferences in comprehension activities related to the comic strip genre. As specifics objectives, it was sought to verify the conceptions and experiences of students related to the comic strip genre; identify the types of inferential used by students in the comprehension of comic strip; determine he previous knowledge utilized by the student in the inferential questions; and quantify the adequacies / inadequacies of the answers given by the student to the inferential questions. This research is theoretically based on the lecture conceptions, textual genre and comic strip genre available on the studies of Koch (2001, 2009 e 2012), Marcuschi (2001, 2002, 2008), Machado (2010), Vergueiro (2016), Ramos (2009) e Eisner (1989), among others. The study has a quanti-qualitative approach and data was obtained through the execution of comic strip reading activities with students of a public school in the city of São Lourenço do Piauí, constituting a field research whose participants are 10 students from 6th grade year of elementary school. The results showed different degrees of students' knowledge and experience with the comic strip genre and a predominance of inferences by deduction and association, as well as a low rate of inadequate inferences. It is concluded that, although most of studied students were able to make adequate inferences to the proposed questions, some did not reach a satisfactory level of understanding, which elicited the proposition of a systematic work that broadens the development of the inference strategy elaboration. Thus, the study results in an intervention proposal focused on construction of inferences in reading activities with the comic strip genre, aiming to develop in a more productive way the comprehension ability.