Estratégias de leitura de “O Diário de Anne Frank em Quadrinhos”

Abstract

The present dissertation aims to discuss theoretical contributions and the development of activities for a classroom intervention with practices of literary reading, interpretation and text production based on the work The diary of Anne Frank, adaptation for a Comic Book. In this work, it was proposed the mediation of literary reading in the Portuguese Language classes in High School, planned and developed from discussions about literary literacy and reading strategies in the school environment, whose studies can probably have a great contribution to the teaching and learning process. The study was based on Candido (1995) to defend the right of the human being to literature in contemporary times, and in Soares (2004, 2005), Kleiman (1995, 2005), Zilberman (2008), Solé (1998) and Cosson (2009), for observing literary literacy practices and its implications in the process of writing acquisition, as well as the importance of reading strategies in school. In the approach of comics in the classroom and their theoretical implications, we addressed the studies based on Eisner (1995, 2005), Ramos (2010) and Vergueiro (2010). For the discussions on the Literature of Testimony, as well as the role of witness writing in Portuguese language classes, the considerations of Bosi (1995) e SeligmannSilva (2005, 2007, 2010) were observed. Thus, we sought to investigate the possibility of leading students to show greater interest in reading literary texts.