RETEXTUALIZACIÓN: DEL CORTOMETRAJE EM HISTORIETA

ABSTRACT: This article presents the research results on retextualization as a resource that favors students’ writing in the 6th year of elementary school. This practice makes it possible for students to have prior contact with texts to be produced by them and provides an opportunity for their understanding of the context of producing and receiving these texts. Students retextualized the short film La Luna into comic books in this study. The proposal consisted of changing the textual genre and maintaining the narrative typology, since, in the research, we focused specifically on the apprehension of the composition of the narrative textual type by the informants within the scope of their textual productions. For this, we adopted the theoretical socio-interactive approach based on Bronckart (1999), Antunes (2010), Marcuschi (2008), and Ribeiro (2013). The results of this study show that most students were able to structure their narrative text coherently and demonstrated that they learned how to build the narrative scheme.

摘要：本研究探讨以重文本化（retextualization）作为助力小学六年级学生写作训练的教学资源的相关成果。该教学实践可让学生提前接触后续将由其自主创作的文本，并为其理解此类文本的创作与接收语境提供契机。本研究中，学生们将皮克斯短片《月神》（La Luna）重文本化为漫画作品。本次教学方案要求变更文本体裁，但保留叙事类型——因本研究聚焦于探究研究对象在其文本创作范畴内，对叙事文本类型构成要素的掌握情况。为此，本研究采用基于Bronckart（1999）、Antunes（2010）、Marcuschi（2008）与Ribeiro（2013）的社会互动理论框架。本研究结果显示，多数学生能够连贯地搭建叙事文本结构，表明其已掌握叙事框架的构建方法。