A construção de histórias em quadrinhos com a colaboração dos estudantes em sala de aula inclusiva

Abstract

This study investigates the contributions of comic books to the literacy learning process of 3rd-grade students in a public school in Araquari, Santa Catarina, Brazil. The overall objective is to analyze how comic books can be used to engage students in the educational process. The participants were 9 children aged 7-8 years, including 2 children with Autism Spectrum Disorder and 7 neurotypical children. Comic books were chosen for their potential to foster creativity, collaborative learning, and a love of reading.A mixed-methods approach was used in this case study. Data was collected through a pre- and post-test questionnaire, which included questions about environmental preservation. Between the tests, a pedagogical intervention was conducted, involving three activities focused on identifying speech bubbles, writing dialogue, and creating drawings related to a video. Additionally, the school's Political Pedagogical Project (PPP) and the National Common Curricular Base (BNCC) were analyzed to understand the educational context and the role of comic books in the curriculum.The findings revealed that children had difficulties with vocabulary and writing, particularly those with Autism Spectrum Disorder. However, the use of comic books as a teaching tool showed potential for improving literacy skills. The study highlights the importance of considering the individual needs of students when designing literacy instruction and the potential of comic books as a valuable resource for engaging students in learning.