Cartum na escola: análise de cartum e propostas de leituras apresentadas em livro didático de Língua Portuguesa no Ensino Fundamental II

Abstract

This paper analyzes cartoons present in textbooks of Portuguese Language of Elementary School and activities proposed by the authors of the respective books. Our objective was to analyze the reading skills that are mobilized by the textbooks, considering that it is one of the multimodal or syncretic genres, demanding specific reading skills, as the Base Nacional Curricular Comum (BRASIL, 2018). The texts that articulate different substances of language in their constitution are named as multimodal or syncretic genres and their appointment differs according to the theoretical contribution mobilized. Because we are based on discursive semiotics, we chose the term syncretic texts, understanding as such those in which different substances from the plane of expression arising from multiple languages are articulated to the content plane to produce a coherent and apprehensible form, resulting in the unity effect which characterizes the text as a totality of meaning (TEIXEIRA, FARIA, SOUSA, 2014). For the research, we selected textbooks from two Portuguese-language collections from the 7th to the 9th grade of Primary Education, adopted by public schools in Araguaína (Tocantins). Because we demand knowledge about visual language and mechanisms of articulation with verbal language, we seek to observe how books cooperate to form readers for the reading of syncretic genres. We were interested in investigating the purposes of the presence of the cartoons in the school context and whether the activities proposed by the books privilege or not the production of meaning.