Genre Ruptures Comic Stories in Portuguese Language Classes in Elementary School II

Abstract

The research is inserted in the context of Portuguese language learning in elementary school. The objective is to reflect on the use of the world Portuguese in the teaching of Portuguese in elementary school, in order to understand them in the process of development and understanding of the Portuguese language and capable of contributing to the textual construction. The corpus is composed of a class of thirty students of the eighth year of elementary school of the municipal school in the state of Sergipe, who produced texts in the classroom with emphasis on the genre OF HQs. The theoretical-methodological foundation is part of semantic-linguistic conceptions of Linguistic Variation, based on the research of Bagno (2009); Lannone (1994); Vergueiro (2009) and Mollica (2010), which comprise learning as an instrument of socialization and discursive-textual interaction. The questions that guide the development of the research started from the principle that students find it difficult to understand, distinguish and differentiate the figures of language in the imagery text present in the textbook, as well as the view that students have to understand the multiple meanings of words, phrases and interpretations in the questions.  for them, it was possible to identify and translate didactically, teaching practices capable of demystifying the conception of difficulties and (in)understandings of this genre usually present in the context of the classroom and the teaching of Portuguese.