Retextualizing from the fables to the comics: a study on the aspects of retextualization classroom writing

Abstract

The present study aimed to highlight ways of operating in teaching the functioning of the language from texts, more specifically through the application and analysis of a retextualization activity carried out from the fable for comic books, with the intention of understanding the movement specific aspects during the process of written retextualization between multimodal genres, carried out by a dyad of students in a class of the 6th year of elementary school. The methodology used presents a qualitative bias, with action research as a focused focus on the application of a pedagogical intervention project in the classroom, with discussion, reading and written and oral activities forged from both genres chosen for the research, and, at the end, production of retextualizations by students' pairs. The theoretical foundation brought to the investigation concerns the studies on multimodal writing (DIONISIO, 2011, 2014), going through the retextualization of speech to writing (MARCUSCHI, 2008a) and from writing to writing in the classroom (DELL'ISOLA, 2017; DIKSON, 2018a; 2019), and the corpus analyzes were performed based on the proposed text in writing-writing. The results demonstrated, in a first plan, the extreme and significant relevance of taking retextualization as a pedagogical resource present and constant in the school environment, and in a second, the analyzes allowed to apprehend that the children mark in their texts a strong encyclopedic-cultural baggage in a continuum of written, multimodal, linguistic and cognitive movements.