Abstract
Introduction:The discussion about the experiences of readers with comic books raises several points, from identification relationships, production of meanings and resignification to prejudices against this type of media support. Objective: This article aims to investigate the contributions of sequential narratives in the education of the reader, analyzing how such an entertainment object is able to cover concepts and information capable of generating relevant social impacts, identifying, and provoking social reflections. Methodology:The methodology used was a qualitative approach based on a literature review in which articles and scientific papers were raised about the contribution of comics to the reader's education and the teaching-learning process. Results and conclusion: The results showed that the interactions with comic books awakened in readers new ways of thinking and resignification of their roles in society, awakening new meanings caused by the impacts that such stories provoke. The studies also point to the ability to interpret the content present both in the texts and in the images of the comics, after all, the scenario of sequential narratives evokes questions and relevant facts that, when narrated by readers, contribute to the reflection and introjection of knowledge.
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