A categoria quebra de expectativa para a compreensão do humor em tirinhas e em animações digitais

Abstract

The new social demands and the emergence of genres require updates in reading instruction to enable students to produce different meaning effects in texts and apply them to various communicative situations, making them reflective about what they read, something already highlighted by the National Curriculum Parameters (1998) and reiterated by the Common National Curriculum Base (2017). In this sense, Chartier (2002) points out that the act of reading has changed over time, from the emergence of writing until today, especially with the presence of new technologies, requiring new skills from readers in the face of revolutions in textual entities. Thus, based on the concept of genre formulated by Bakhtin (2003) and defended by Cavalcante et al (2022), this work contrasts, from the perspective of reading comprehension (Koch; Elias, 2022), a pre-digital and static genre, the comic strip, and a digital native (Paveau, 2022) and dynamic one, the digital animation. This contrast is made through one aspect: the subversion of expectations in establishing humor in texts, which is conceptualized in this work based on the Two Scripts Theory (Raskin, 1985) as an inferential, procedural, and textual category. This choice is due, beyond the need to work with texts related to the digital, because basic education students often do not understand the humor in comic strips (Ramos, 2017) nor its construction process based on the subversion of expectations. Thus, the objective of this research, whose method is action research (Thiollent, 2022), is to develop a didactic teaching sequence, having the subversion of expectations as a nuclear category that contributes to the development of reading comprehension of 6th-grade students regarding humor in the mentioned genres. This sequence consists of an initial diagnostic assessment to verify students' prior knowledge on these topics; a set of classes and activities that seek to develop students' reading comprehension about the construction of humor from the subversion of expectations and metacognitive reading strategies (Kato, 1995); and a final diagnostic assessment to verify the effectiveness of this pedagogical intervention. The corpus of this work, in turn, is composed of various activities carried out by students, whose analysis category was, above all, the comprehension horizons (maximum, minimum, lack of horizon, and improper) of Marcuschi (2008), in addition to the partial horizon, a category proposed in this research. Through these activities, it was possible to observe that students evolved their inferential process and their encyclopedic knowledge (Koch; Elias, 2022) about the genres worked on and the notions of humor and subversion of expectations, thus representing their advancement in the reading comprehension process and the The new social demands and the emergence of genres require updates in reading instruction to enable students to produce different meaning effects in texts and apply them to various communicative situations, making them reflective about what they read, something already highlighted by the National Curriculum Parameters (1998) and reiterated by the Common National Curriculum Base (2017). In this sense, Chartier (2002) points out that the act of reading has changed over time, from the emergence of writing until today, especially with the presence of new technologies, requiring new skills from readers in the face of revolutions in textual entities. Thus, based on the concept of genre formulated by Bakhtin (2003) and defended by Cavalcante et al (2022), this work contrasts, from the perspective of reading comprehension (Koch; Elias, 2022), a pre-digital and static genre, the comic strip, and a digital native (Paveau, 2022) and dynamic one, the digital animation. This contrast is made through one aspect: the subversion of expectations in establishing humor in texts, which is conceptualized in this work based on the Two Scripts Theory (Raskin, 1985) as an inferential, procedural, and textual category. This choice is due, beyond the need to work with texts related to the digital, because basic education students often do not understand the humor in comic strips (Ramos, 2017) nor its construction process based on the subversion of expectations. Thus, the objective of this research, whose method is action research (Thiollent, 2022), is to develop a didactic teaching sequence, having the subversion of expectations as a nuclear category that contributes to the development of reading comprehension of 6th-grade students regarding humor in the mentioned genres. This sequence consists of an initial diagnostic assessment to verify students' prior knowledge on these topics; a set of classes and activities that seek to develop students' reading comprehension about the construction of humor from the subversion of expectations and metacognitive reading strategies (Kato, 1995); and a final diagnostic assessment to verify the effectiveness of this pedagogical intervention. The corpus of this work, in turn, is composed of various activities carried out by students, whose analysis category was, above all, the comprehension horizons (maximum, minimum, lack of horizon, and improper) of Marcuschi (2008), in addition to the partial horizon, a category proposed in this research. Through these activities, it was possible to observe that students evolved their inferential process and their encyclopedic knowledge (Koch; Elias, 2022) about the genres worked on and the notions of humor and subversion of expectations, thus representing their advancement in the reading comprehension process and the didactic sequence.