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This scientific paper reflects the use of comic books in education. We highlight its visual aspect and, consequently, any obstacles to its use when there are visually impaired people in the group of students. Audio description is a translation technique that converts images into texts for the accessibility of visually impaired people, cognitive impairment, and other audiences. We bring a method of audio description (AD) of comics that contemplates characteristics of the artistic genre in question, equating for the public with and without disabilities, the access to the image information of sequential art. [ABSTRACT FROM AUTHOR]

The paper consists of presenting a proposal for a mechanical physics class through the scene of Gwen Stacy's death in Spider-Man stories. In the first section, the arguments and research that debate the efficiency of comics as a pedagogical tool and its relationship with physics and science in general are reviewed, rescuing the use of comics for the teaching of exact and nature sciences. It presents in a qualitative and quantitative way the concepts of mechanics involved in the death of the character and the curricular proposals for insertion in the classroom. Finally, it suggests in the form of results systems of organization and development of contents that can be explored in lesson plans, aiming to assist teachers in the task of teaching physics teaching. [ABSTRACT FROM AUTHOR]

This article addresses the relevance of comics books to the classroom context, especially in Science teaching. Research points to the growing insertion of comic as a didactic resource; thus, we present a proposal for a comic book about the “Food Chain” content, organized sequentially in the light of the Meaningful Learning Theory (MLT). Gradually, the comics have been gaining space and have consolidated in the formal teaching environment. Their use has the potential to facilitate the construction of scientific concepts, since in the Natural Sciences, many subjects are complex and require greater cognitive abstraction. In addition, the language used in the comics favors enjoyable learning, because it is understood as a motivational resource. The motivational factor is elementary for any learning process, and in the school environment, it is essential. It is expected that the discussions presented in this work collaborate for the expansion of pedagogical strategies in Science teaching. [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 work presents, by means of a qualitative approach, of bibliographic nature, some reflections on the possibility of using the textual genre History in Comics in the pedagogical work of the area of Sciences of the Nature. This use requires, on the part of the teacher, a systematic work with the concepts of this field for the development of scientific literacy. Thus, we analyzed 4 strips, two of the character Mafalda and two of Armandinho, to meet the proposed objective. The analyzes were made by aligning the theme of each strip with the scientific concepts and contents proposed in the National Common Curricular Base for science teaching. From the bibliographic survey and analysis of the strips, we realized that there are several ways to express reflections on reality and that reading proficiency is important at all levels of education for the acquisition of knowledge and problem solving in the lived reality. [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]