Rewriting as an appropriation process of the Comic Book genre in a didactic gender project agency to the ninth grade of elementary school

Abstract

This article analyzes the teaching of comics production through a Teaching Project of Genre agency in a ninth-grade class, in order to understand how the rewriting process effects the authorial appropriation of discursive genres worked in the classroom. The enunciative perspective of language teaching was assumed, guided by a reflective and procedural work of teaching and learning discourse genres. In this sense, the theoretical scope of the research understands genres as central instances of language teaching methodologies and the textual-interactive correction as a propitiator of the discursive authorship of the producer in training. The methodology is based on a case study and has a qualitative analytical basis. Thus, the action research generated 12 textual productions to be analyzed. Initially, we did a general analysis of the development of the texts, and then we narrowed it down to the production of one of the students participating in the experience. The analysis made us realize that using rewriting methodologies to teach text production enhances students' reflexivity about their learning and their authorial enunciative choices according to concrete interactional situations in social life. Both in the quantitative and qualitative analysis, the results show that the students, although they knew the comic book genre, throughout the various stages provided by the pedagogical activities, were able to appropriate the different verbal and visual resources concerning the architecture of the comic book genre, in order to realize discursive projects in a responsive and authorial manner, expressing their axiological position in the productions.