Comic strips in elementary school: Multimodality contributing to the construction of meaning

Abstract

The text we are presenting here is related to a larger research project that is being developed in the Postgraduate Program in Letters (PPGLETRAS) at a public university, involving primary education and aspects related to multimodality and reading. We have cut out a section of the project for this study in order to present the strips as a textual genre marked by multimodality dialoguing for the construction of meanings. As theoretical assumptions, we used studies by Vergueiro (2004), Rama (2016), Dionísio and Vasconcelos (2013), Rojo (2012), Menezes De Sousa (2007), among others. The methodology used theoretical studies on the conceptions of reading and producing multimodal texts in the classroom, whose texts (strips) consisted of the corpus of analysis. The results of the study focused on the relevance of the comic strip genre and the importance of multimodality for understanding meaning.