Vozes sobre o uso de histórias em quadrinhos na educação e no livro didático de artes

Abstract

The objective of this research is to discuss the language and History of Comics as the Ninth Art, to discuss Comics in Education and to analyze how Sequential Art and Comics are worked on Art textbooks in view of the proposal of the National Textbook Plan (PNLD). The objects of study are the High School textbooks of the collection Everywhere, both the edition approved by the 2015 PNLD and the 2018 edition. The methodological approach is qualitative, from the perspective of Miles and Huberman (1994). The theorists who support the work are linked to the studies on verbal and nonverbal language that could be related to the comics as a language and to the analysis of the textbooks in question, such as Waldomiro Vergueiro (2004), who discusses the use of comics in teaching; Álvaro da Moya (1987), who traces a chronological line of comics published between 1827 and 1986; Leila Rentroia Iannone and Roberto Antonio Iannone (1996), who deal with the History of Art; Roberto Guedes (2004), which highlights the division of the Ages of Superheroes; and Will Eisner (1985) and Scott McCloud (2005), who approach comics as a language to be understood by the comic language itself.