Working with Comics Textual Genre with Students with Intellectual Disabilities

ABSTRACT: School is a social space established for the mediation of scientific concepts that organize and guide society. Among the scientific concepts that should be mediated are those related to the Comics textual genre, which is normally exercised in the classroom and of daily circulation. Thus, this text aims to report, analyze and reflect on the strategies developed for people with intellectual disabilities to appropriate scientific concepts present in the comic books, based on the principle that it is the responsibility of the school to work with the development of scientific concepts, including those related to a specific textual genre of social circulation. It is an action research developed with four students from a public school in the Northwest of Paraná state, Brazil, which incorporates the Youth and Adult Education (called EJA) modality at Elementary and High School level. To reach the proposed objective, in the initial phase of the research, background knowledge of the subjects was identified, which served as support to plan the significant interventions for the group. After the intervention, it was verified that the subjects appropriated the set of scientific concepts that constitute the Comics textual genre and improved the quality of their understanding and interpretation of the Comics and, consequently, their possibilities of social interaction.

摘要：学校是为传递规范并引导社会运转的科学概念而设立的社会场域。课堂中常见且日常流通的漫画文本类型（Comics textual genre）相关概念，亦属于应传递的科学概念范畴。据此，本研究旨在汇报、分析并反思为智力障碍群体掌握漫画文本中的科学概念所开发的教学策略；本研究秉持的核心原则为：学校有责任助力学生发展各类科学概念，其中也包括与某一社会流通文本类型相关的概念。本研究为行动研究，研究对象为巴西巴拉那州西北部一所公立学校的四名学生，该校开设了初等与中等教育阶段的青年与成人教育（简称EJA）项目。为达成预设研究目标，研究初始阶段我们先探明了研究对象的既有知识储备，以此为依据为该小组设计了针对性教学干预方案。教学干预结束后，经检验可知，研究对象已掌握构成漫画文本类型的整套科学概念，对漫画的理解与解读能力得到提升，进而拓展了其社会互动的可能性。