Análise da construção de sentidos em tiras de Mafalda sobre o ensino: uma proposta à luz da linguística textual.

Abstract

This dissertation aimed to analyze the construction of meanings in Mafalda's comic strips (QUINO, 1993) related to teaching. The critical timelessness of the character and his class, in addition to the school in Mafalda being close to the Brazilian school, through the teaching proposals, configured important aspects for the interest in this investigation. The argentinean character, although no longer has been produced since 1973, raises fruitful and current debates on different subjects of social interest, such as school education; in addition to being a prominent presence in today's Basic Education, through assessments and textbooks. The choice of strips, therefore, is based on the need for a more emphatic debate between this multimodal production and academic studies, since the presence of such genres, in Basic Education, is increasingly latent. Given the importance of the topic, the objective was also to discuss the relevance of non-verbal signs and the socio-historical-ideological context for the construction of meanings, since such elements were not prioritized throughout the formalist linguistic studies and, consequently, the classic moments of Textual Linguistics (TL). Therefore, the non-verbal elements were the foundations for this investigation, as they revealed, from their visual language, the ideological projects in the analyzed views. The understanding of looks, gestures, scenarios, movements, plans, etc. presented themselves as essential for the construction of

textual coherence, which took place through the hybrid confluence between verbal and non- verbal languages. The mentioned textual studies from TL area did not incisively encompass

non-verbal signs; although they privileged the pragmatic aspects, their analysis was limited to the verbal code. In addition, the analysis of the historical-ideological context made it possible to exceed linguistic materiality, as the Mafalda's comic strips and her gang are full with axiological values, made possible by critical discourses based on the most diverse social issues. It was necessary to resort to the Sociocognitive-interactionist moment (KOCH, 2018) and to Bakhtinian (HEINE et al., 2018) to carry out this study. Therefore, it was assumed that the text is a “dialogical event”, and textual coherence is “A cooperative, dialogical process, which involves inference and refraction of reality” (NEIVA, 2016). Thus,, the qualitative research, found that it is not possible to point to the textual coherence attached to the surface of verbal text, but understanding depends on the presence of responsive subjects who build ideologically loaded meanings, through the reading of semiotic aspects.