Search

This article seeks to make a brief contribution to the COVID-19 pandemic issue, regarding the students’ awareness of the disease and its forms of transmission. The main objective, through the comic book La Dansarina, is to promote a better understanding of the pandemic, by means of the comparison with the Spanish Flu. Thus, it is expected to make students accept the decisions of the health agencies and carry out such teachings. The methodology used in the study was bibliographic. As a main result, it was verified that a comparison between the two pandemics — through an artistic work — can motivate and arouse students’ due to their ludic bias. As conclusions, we can highlight that information can be the greatest weapon in the fight against a disease that spreads through social life and a well-told story can be more useful than news’ numbers. [ABSTRACT FROM AUTHOR]

This text is the sharing of an intervention research with expanded cinema workshops and comic books in a private school in the city of Itatiba. The intervention research was carried out by the school's researcher / teacher, according to the methodology of cartographic research in school institutions. The objective was to invite a commoner capable of inventing a creative community and to establish a commoner of dissent in the school, to embarrass the sharing of the sensitive and to give other political places to human beings and inhumane beings. Inviting means promoting and taking advantage of the human and non-human encounters that the collective enunciation assemblages and desire machinic assemblages. The expanded cinema workshops compose with the comics a production of border poetics. Art at school creates the risk of a community of multiplicities and pluralities when the common identity becomes inoperative and allows or another common open to new uses and meanings of the classroom, free time, school activities and art itself, also, of caesura’s, interdictions, and limits. The cartographic method avoids dualisms between theory and practice, objectivity, and subjectivity and subject and object. The text presentation sought to aggregate concepts, experience reports and data production and analysis. In the second part of the text, we intertwine the concern with the invention of a critical approach to artistic works produced at school with the need for an oblique and transversal narrative policy of border poetics and with a narrative disassembly procedure that allows to stoke what insists / resists as a force of creation. [ABSTRACT FROM AUTHOR]

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]

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 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]