Retextualização de super-heróis : do conto ao podcast

Abstract

One of the major obstacles in teaching Portuguese is reading practice, which is essential for students to become critical and autonomous in the face of literate language. Based on this assumption, the work seeks to develop an interventionist practice of retextualization centered on the figure of the superhero. This is a proposal for reflection and reading understanding of multimodal genres, based on strategies focused on orality with inclusive didactic activities, aimed at understanding, interpreting and producing texts, mainly increasing reading practice, as, If reading is not effective, oral expression and writing in interaction situations are difficult. In this sense, retextualization presents a possibility to develop multiliteracy and produce other narratives. Therefore, the general objective of this research is to contribute to the development of reading competence through the process of retextualizing the short story to the podcast, from the written to the oral modality, through the completion of a didactic sequence, which recognizes the rewriting process as an instrument articulator of reading practice and literate production. As a result, the project leads to the production of a Podcast (through the Anchor application), based on the retextualization of authorial superhero stories. The work methodology followed a qualitative approach with an interventional nature of action research anchored in: Thiollent (2011), with the retextualization process being based on Marcuschi (2018) and Solé (2008). Also included in the theoretical framework are: Marcuschi (2008, 2010), Araújo (2007), Rojo (2001, 2012), Kleiman (2002, 2007), Cosson (2022), Moisés (2010), Solé (2008), Ramalho and Haussman (2018), Campbell (1991,1997), Ramos (2010) among others. To process the data, studies by Ramalho and Haussman (2018), Marcuschi (2008, 2010), Campbell (1991, 1997) and Solé (2008) will be used. The final product is a didactic sequence From short story to podcast, which can be worked on, in the classroom, through retextualization activities, with the aim of contributing to the student’s training and reading practice in Portuguese.