O gênero charge como possibilidade de potencializar o ensino e a aprendizagem no ensino técnico integrado

Abstract

Cartoons employ a variety of languages, grounded in both text and image, or exclusively in the visual, stimulating critical thinking in the reader and prompting them to take a stance on the image, even subtly. This is a polyphonic text, as a single theme can generate multiple discussions and interpretations. In the classroom, cartoons can stimulate students' critical thinking, a fundamental condition for omnilateral education. The fact that the National Curricular Guidelines for Professional and Technological Education (EPT) enable the teaching of cartoons in Language Practices motivated the research question of this project: how can the textual genre of cartoons be used in the classroom as a teaching material to improve reading and textual comprehension? This research, conducted within the framework of the Professional Master's in Professional and Technological Education at IFMS (ProfEPT), had the general objective of analyzing the potential of using cartoons as an educational practice in EPT and exploring these possibilities through a Didactic Sequence (SD) in the light of Zabala (educational product). The theoretical and methodological references used were Vygotsky's Historical-Cultural Theory, Charles Peirce's Semiotics, the discursive genres proposed by Bakhtin, Bonini, Fonseca, and Silva regarding the use of cartoons, as well as Zabala and Vygotsky to address the Didactic Sequence. The research had an applied nature, being descriptive, exploratory, and with a qualitative approach. Data sources included questionnaires (for teachers and students) and video recordings of classes. The SD was applied to 34 students from the Campo Grande Campus of IFMS in two sequential face-to-face meetings of 90 minutes each, both with the presence of the Portuguese Language and Brazilian Literature teacher. Between the two face-to- face classes, an asynchronous activity was applied via the Virtual Learning Environment (VLE) Moodle. During the Didactic Sequence, students also created cartoons, enabling the practical application of the concepts learned. We sought to identify students' prior concepts about languages and analyze the main aspects in which the educational product could contribute to a new perspective on teaching and learning about the use of cartoons in EPT. We sought to discover the possible barriers that limit teachers from using cartoons as a teaching and learning tool in various disciplines, as well as to encourage students' creativity and the use of cartoons as meaningful languages. The results of this research contributed with data and information that demonstrated the possibility of using cartoons as a pedagogical resource to enhance teaching and learning in the field of meaningful languages. The research addressed socio-scientific content and stimulated the development of students' argumentative skills, contributing to an omnilateral education.