Gênero discursivo charge : do portal do professor para o ambiente virtual de aprendizagem

Abstract

From our experiences of over ten years in the classroom, we realized that students have much access to texts of the cartoon genre, both inside and outside school, however they present difficulties to understand them and to identify the effects of humorous meaning. It encouraged us to develop this qualitative research using methodologies of action research with descriptive-analytical-interpretative analysis. The theoretical basis of this work relies on the assumptions of Text Linguistics (KOCH, 2004, 2005, 2006), of the studies of discursive genres and genres of humor, (BAKHTIN, 1997; OTTONI, 2007, 2010; MAGALHÃES, 2008), of National Curriculum Parameters (BRASIL, 1997, 1998, 1999) and of the notion of literacy as social practice (STREET, 2012; KLEIMAN, 2005; SOARES, 2009). We aim with this study to: a) examine if this suggestion considers the discursive cartoon genre (DCG) as a teaching object, if it takes into account the work of both the verbal and non-verbal resources in the construction of meanings, if it explores the irony and the criticism present in the genre and how they work in the construction of humorous meaning present in the genre; and finally, b) investigate if the 9th grade students from a public state elementary school understand cartoons present in a suggestion of Portuguese Language ( PL) classes proposed in the Portal do Professor PP-MEC, by applying these classes; c) present a proposal of reading for the work with this genre. For that we selected activities from a suggestion of Portuguese Language classes in PP-MEC for the final grades of elementary school and we applied them in the classroom. The choice of PP-MEC is due to the fact that it is an initiative of federal government aiming at providing subsidies to teachers. The research was developed with 20 students, aged 13 to 14, boys and girls, in a 9th grade elementary class from a state school in Uberlândia, throughout a week. After the selection and analysis of the corpus, we investigated if students understood the cartoon genre present in the activities proposed on the Portal. The results of the analysis of the corpus and its application pointed out some gaps, such as: the work with the genre outside its real locus of circulation; the non definition of the adopted notion of genre, the scarce approach of issues which contemplated the topic, the compositional characteristics and the style of the genre. Considering these gaps, we thought about the creation of a reading course, through the virtual learning environment Moodle, whose primordial purposes are to minimize the difficulties of comprehension of the DGC by the students, integrating the ICTs to the teaching of PL and helping teachers with the work of this genre of humor