Comic books and fanzines

The Production of learning signs of learning through retextualization

Abstract

This text presents an excerpt from work carried out using retextualization as a tool for producing learning signs in the school context through the multimodal genres of comic books and fanzines. The proposal arose from the need to expand multimodal literacy practices in schools, valuing productions that articulate verbal text, image, layout, and diverse graphic resources with semiotic resources. The main objective was to research the comic book genre as a multimodal set and the work of retextualization in fanzines for the construction of learning signs. The theoretical-methodological framework is based on the concepts of language, mediation, and sign according to the Historical-Cultural Theory of Vygotsky (2005, 2007) and Bakhtin/Voloshinov (2021). This study also engages with the multimodality studies proposed by Kress and van Leeuwen (2006), the discussion on retextualization presented by Dell’Isola (2007), as well as studies on comic books, according to Vergueiro (2020). Finally, it mobilized reflections on fanzines, in light of the approaches of Magalhães (2013) and Andraus (2013). The methodology was configured as a qualitative approach, with procedures for analyzing students' textual productions and recording observations of the comic book reading workshop and fanzine retextualization in the classroom. The expected results indicated that the proposal contributed to expanding the students' semiotic repertoire, stimulating critical reading of different genres and promoting authorship, creativity, and the production of learning signs.