Ensino-aprendizagem de espanhol como Língua estrangeira: a contribuição de tirinhas associadas a letramento crítico

Abstract

CONTEXT: this article addresses the analysis of three authorial comic strips produced by students in a Spanish language course offered by Casas de Cultura no Campus, as an extension action of the College of Letters at the Federal University of Alagoas in Maceió. The OBJECTIVE of this work was to reflect on how the process of creating comic strips can contribute to the teaching-learning process of Spanish as a foreign language from the perspective of critical literacy. The THEORETICAL SUPPORT is comprised of studies on comics and comic stripes (NETO; SILVA, 2015; SILVA, 2015; SILVA; 2019; JUNIOR, 2022; CARVALHO, 2008; SANTOS; DUARTE, 2018; DIAS; DUARTE; FERREIRA, 2016), critical literacy (MONTE MÓR, 2015; SANTOS; IFA, 2013; SILVA, 2021; FAIRCLOUGH, 1992; OLIVEIRA, 2020), applied linguistics (MOITA LOPES, 1998), argumentation (BICHIBICHI, s/d; MENICONI, 2015 ; PERELMAN; OLBRECHTS-TYTECA, 2005; REBOUL, 1998), feminism (ROCHA. 2021), labor exploitation (COSTANZI, 2005) and fake news (OLIVEIRA, 2020). The METHODOLOGY is qualitative (MINAYO, 1998) and sought to analyze the results of a didactic sequence aimed at teaching writing as a process, focusing on the application of critical literacy in the teaching-learning of the Spanish language. The RESULTS obtained here show us how productive the use of comic strips can be in teaching-learning Spanish. In the process of creating authorial strips, the students involved in the project were able to develop their Spanish language skills and critical awareness, in addition to learning cultural aspects of Spanish-speaking countries.