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This paper aims to analyze the contributions of comic book on the development of children’s reading skills in early childhood; hence, it is examined how these contributions dialogue with the perspective of literacy. The chosen methodology was bibliographic, and the goal is to discuss, in the light of contemporary authors ideas, the history of comics (PAIVA, 2016; NETTO; VERGUEIRO, 2018; VERGUEIRO, 2006; RAMOS, 2017; SILVA, 2012; BARI, 2008). It is investigated, as well, its uses in the teaching and learning of reading, in this school stage (BRANDÃO; ROSA, 2010; SOLÉ, 1998; ROMAN; STEYER, 2001; SOARES, 1998). Thus, we analyzed scientific papers available on Anped and Scielo websites. The result showed that this textual genre, since it is part of children’s everyday life, can contribute to extend literacy possibilities in Early Childhood Education, in an enjoyable and ludic way. [ABSTRACT FROM AUTHOR]

These article observes how comics are approached in the National Common Curricular Base. The hypothesis is that the interpretation about comics is open to questions. Thus, all references to the different genres presented in the document are identified and, from them, possible aspects are pointed to be criticized, from the point of view of studies about comics developed in the country and which support this analysis. The corpus is composed of the BNCC text. Approved in December 2017, it has the proposal to standardize primary education throughout Brazil. [ABSTRACT FROM AUTHOR]

This article is a synthesis a final paper, linked to the scientific initiation, carried out in the pedagogy course. The intention of this article is to demonstrate the students' approach with the Sequential Art / Comics, in the sense to produce a significant learning of the Portuguese language content. The experience aimed to analyze the language of Sequential Art / Comics in Portuguese classes, providing the training of teachers to use this teaching tool in the school environment. Methodologically, we made use of a qualitative research, using the case study and participant observation. Thus, it was possible to infer about the language aspects of Sequential Art / Comics used in elementary school by teachers, in order to promote its use in the classroom. We proposed strategies for using the multiple languages found in Sequential Art. As a result, we could observe that there are flaws in the design and use of different resources in the classroom that arouse the interest of students; we observed, as well, that they can be stimulated through materials that do not require high investments, since they are available to everyone. We conclude that the encouragement to learn the language and its different functions — such as interpretation, reading habits and textual understanding —, are factors that need to be addressed more by teachers, from their professional training to their teaching practice. [ABSTRACT FROM AUTHOR]

This study aims to discuss two concepts related to Evaluation — to evaluate and to examine —, from the exploratory analysis of comics. While evaluating is linked to monitoring and mediation actions and is committed to learning, the concept of examining refers to specific acts of verification and verification of “truths” in terms of learning. This textual genre works as satires to events and allows a critical analysis of themes, situations, and everyday events. Thus, from an exploratory research, we list some comics with the characters Armandinho and Mafalda, in order to analyze the prevalence of the act of evaluating or examining, associated with elements such as selection, measurement, training, repetition, memorization, school grades, value judgments, process and evaluation criteria. In summary, it was possible to conclude that the analysis of the Evaluation, from comics, contributes to: invite educators to reflect on the possible changes in the evaluation act, in order to avoid the repetition of traditional Evaluation practices focused on exams, notes and results; “prove” some examining practices; tense the evaluative act as a magnifying glass over the practice itself, shedding light on the possibility of learning the Assessment. The comics have the potential for discussion, problematization, confrontation and criticism of a reality and can be used with different audiences and purposes, including to discuss concepts, build concepts and promote the learning of Evaluation. [ABSTRACT FROM AUTHOR]