As histórias em quadrinhos nos livros didáticos de francês destinados a crianças e adolescentes
DOI:
https://doi.org/10.21344/iartem.v8i1-2.738Keywords:
Textbook, Teaching of French Foreign Language, Comics, children and teenagersAbstract
Comic books (comics) are often associated with the youth universe, so collections for teaching French as a foreign language (FLE) of communicative approach have started to use gender as a strategy to attract this audience. We start from the gender concepts of discourse and statement and the notion of dialogism (Bakhtin, 1992, 1998; Bakhtin & Voloshinov, 2009) to situate the problems arising from an instrumental use of the comics and from Puren (1988) and Cuq e Gruca (2005) that analyze textbooks of communicative approach, among other authors. The selection of the analyzed collections took into account their insertion in the schools where the French language is taught in the Municipality of Curitiba and Metropolitan Region, in addition to REPERTOIRE (2015) published by the International Center for Pedagogical Studies of France. A qualitative analysis was performed according to five categories: appropriation of comic language; Creation of comics with plot for the collection; Insertion of authentic comics; Comics as cultural references; And literary adaptations in comics. It is observed the theme of the didactic book through the comics, that reaches the pedagogical aspect when subjecting the contents to a certain configuration to create an attractive product and captivate the youthful public.
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