Uma análise dos enunciados presentes em atividades com tirinhas no livro didático do 3° ano do ensino médio de língua portuguesa da coleção português contemporâneo: diálogo reflexão e uso

Abstract

The Textbook is a resource widely used by teachers and students. In schools, teachers often use this tool to disseminate knowledge and information. These materials are full of multimodal texts, including comic strips. However, the teaching activities related to these texts are not always included in the context of multiliteracies, nor with the National Common Curricular Base (BNCC, 2017). Therefore, in this study we seek to understand strategies related to multiliteracies in the statements of activities proposed for the comic strips in a Portuguese language textbook. To this end, the main authors of the work are: The New London Group (1996), guiding the study from the perspective of multiliteracies pedagogy. Based on the 4 pedagogical movements proposed by GNL, this study seeks to understand how the Book for the 3rd year of high school in the collection Contemporary Portuguese: Dialogue, Reflection and Use appropriates these four movements in the statements of the activities proposed to the texts of the comic strips contained therein. From this, the general objective is to identify the pedagogical movements proposed by GNL (1996) and analyze how LD appropriates these movements to achieve the general objective of the research. We carried out qualitative bibliographic/documentary research. The results demonstrated that in general, the statements of didactic activities in the comic strips favor pedagogical practices aimed at teaching verbal language, often using the visual components of the strips as pretexts, as the statements do not present more complex reflections that go beyond the textual structure. The results also revealed that the comic strips have potential for multiliteracies, if the activities were adapted by the teacher in the classroom, contextualizing the text according to the students' real needs.