The formation of the subject-reader in elementary school: contributions of comics

Abstract

The concern with the issue of reading in primary education - particularly if the students read, in which production conditions, and if teachers have pedagogical knowledge that help to provide enjoyable experiences with this cultural practice, reading, for students for whom they are responsible - incites us to do this research that we now propose. It should be noted that our concerns are born from observations in unpaid internship situations, experienced in public schools in the state of São Paulo, as well as readings and studies we have been conducting with the Group of Studies and Research on Literacy, Reading and Literacy - GEPALLE, regularly registered at CNPq and also from our attentive listening, in scientific events that we have been able to participate, as a student of Graduation in Education and a member of that group. Thus as goals, we have is to investigate whether and how the Comics are worked in the classroom of Elementary School of public schools. Specific objectives include: a) ask whether the students of the 4th and 5th years of elementary school know the comics and the read outside of school; b) investigate the knowledge of teachers about the comics, for the development of children reading the 4th and 5th years of elementary school. To achieve our goals, we will support us in the Discourse Analysis from the French philosopher Pecheux. (AU)