Desarrollo de la lectura en el discurso visual del cómic con estudiantes de séptimo grado

Abstract

This work is located in the gap found in public policies in relation to the analysis and interpretation of iconicverbal texts in the area of language formation and in the research background that reflects the few studies carried out on the comic as a narrative mechanism. Its purpose is, therefore, to determine the effects of a microcurricular design oriented towards the analysis of comics in the visual reading processes of elementary secondary students. The pedagogical transformation actions were based on categories such as Language and Curriculum Perspective, Visual Education, Representation Processes, Visuality, Language and Culture, the Reading Process, Multimodal Texts and the Semiotic Discourse of Comics. The methodology is framed in the interpretative paradigm, with a qualitative approach and from the method of action research. As a didactic setting, the Didactic Sequence was chosen and multimethod strategies were adopted for the collection of information. The analysis of qualitative data was done on the basis of three main categories (Visual Education, the Reading Process and the Semiotic Discourse of the Comic) that, together with the respective subcategories, account for the fulfillment of the objectives set and allow to define the conclusions that close the developed process.