Proposta de sequência didática com o gênero tirinha no Ensino Fundamental II

Abstract

For a long time, Brazilian education has dispensed with effective methodologies and practices to achieve reading
and writing skills and competences, a fact that is proven by the poor positioning in performance evaluation
rankings of students from all over the world. The inclusion of genres in teaching after the implementation of PCNs
and BNCC represents an advance in curricular guidelines and teaching practices that, although in a timid way,
have been improving the reading and interpretation rates of our students. The enormous variety of existing genres
is an inexhaustible source of possibilities for pedagogical practices. It is intended, with this work, to propose a
didactic sequence using the textual genre comic strips, contemplating multimodality, thematic transversality and
interdisciplinarity, aiming at achieving the students' best reading, interpretation and critical argumentation skills.
The research of genres is based on Bakhtin (2016) and Maingueneau (2004), and the theoretical bases for the
construction of the proposal are contained in the works of Schneuwly and Dolz (2011).