Orientadora: Profª Drª Maria Gabriela Silva Martins da Cunha / Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Ciências Humanas e Sociais, 2014. / Os quadrinistas Henfil e Quino utilizaram suas histórias em quadrinhos para expor críticas à sociedade e à política em um período no qual regimes ditatoriais dominaram parte significativa da América Latina. Este estudo analisa as personagens femininas dos quadrinhos No Alto da Caatinga - Zeferino e Mafalda, destes autores, respectivamente, com o intuito de colaborar para a compreensão do contexto dos anos 1960 e 1970 no Brasil e na Argentina. Para compor esta pesquisa serão considerados os aspectos em relação ao gênero quadrinístico e da transformação da condição feminina, bem como as questões políticas e históricas. Henfil e Quino criaram personagens enraizadas no cotidiano e, ao mesmo tempo em que estas histórias se popularizaram, também fazem parte da história latino-americana em um momento de cerceamento de liberdades, repressão e regimes autoritários. / The cartoonists Henfil and Quino use their cartoons to expose their critics to society and politics in a period in which dictatorships dominated a significant share of Latin America. This work analyses the female characters of the cartoons No Alto da Caatinga - Zeferino and Mafalda, by these authors, respectively, with the goal to understand the context in the 1960's and 70's in Brazil and Argentina. To compose this research aspects in relation to gender and the transformation of women's role in society will be considered, as well as the political and historical contexts. Henfil and Quino created their characters grounded to everyday life and as these cartoons became popular they also become part of Latin American history in a moment of retrenchment of liberty, repression and authoritarian regimes.

Conselho Nacional de Desenvolvimento Científico e Tecnológico / A partir da leitura crítica de Mafalda, obra do cartunista argentino Quino, e alicerçados no conceito de hegemonia de Gramsci, sobretudo na noção de contra-hegemonia, buscamos analisar as possibilidades de se construir coletivamente sentidos contra-hegemônicos no ensino de História a partir do que chamamos de crítica aos elementos característicos da sociedade burguesa (a democracia, o individualismo, o estímulo ao consumo, a propriedade privada, a naturalização das diferenças, a competição, dentre outros). As contribuições de Gramsci ao campo da Educação, como o vínculo dialético entre as relações hegemônicas e pedagógicas, sua concepção da escola como um destacado aparelho privado de hegemonia, além das reflexões sobre os intelectuais e sua ação pedagógica na construção/difusão/legitimação de consensos, constituem pilares fundamentais das análises. É esforço fundamental da pesquisa identificar em que medida os professores, conscientes de seus vínculos de classe e compromissados com as classes dominadas, podem atuar como educadores-intelectuais orgânicos à estas classes, no âmbito da escola, tornando-a uma trincheira sob o conceito gramsciano de guerra de posição contra a hegemonia burguesa. Em termos metodológicos, foram selecionadas quinze tiras de Mafalda (divididas em onze temas os elementos que caracterizam a sociedade burguesa), presentes na obra Toda Mafalda (2002), no intuito de subsidiar as reflexões aqui esboçadas. Obviamente, todo recorte é ideológico e nenhuma escolha é neutra. As tiras escolhidas, longe de sintetizarem o olhar do artista argentino a respeito da burguesia, atendem aos objetivos deste trabalho. / From the critical reading of Mafalda, of argentine cartoon writer Quino, and based on Gramscis concept of hegemony, above all in the notion of counter-hegemony, we have tried to analyze the possibilities of constructing collective counter-hegemony senses in teaching History starting with critical eye upon characteristics of the bourgeois society (democracy, individualism, consumption incentive, private property, naturalization of differences, competition, among others). Gramscis contributions to Education, as a dialectic link between pedagogic and hegemony relations, his conception of school as an outstanding private instrument of hegemony, besides reflections on intellectuals and their pedagogic influence on the construction/diffusion/legitimation of agreements are fundamental pillars of the analysis. The main effort of the research has been to identify in what extent the teachers, conscious of their class connections and committed to the dominated ones, may act as intellectual educators of these classes, on the school bounds, becoming a barrier under Gramsci concept of position war against bourgeois hegemony. In methodological terms we have chosen fifteen Mafaldas strips (divided in eleven themes, identified as characteristic features of bourgeois society) which are part of Toda Mafalda (2002), aiming to reinforce the reflections herein delineated. Obviously, every construction is ideological and there arent neutral choices. The chosen cartoons, far from synthesizeing the argentine artist view over bourgeoisie, supply the focus of this work.

abstract: This dissertation explored the literacy practices that developed around comics when two secondary teachers (one AP Science and one AP English) used comics in their classroom instruction for the first time. It also explored the ways the teachers and their students positioned comics within their specific classroom contexts. Historically, comics are a marginalized medium in educational circles—widely considered non-academic despite the recognition by scholars for their sophistication as a multimodal medium. Scholars, librarians, teachers, and comics authors have made the case for the inclusion of comics in educational contexts citing their ability to support the literacy development of struggling readers, engage reluctant readers, promote lifelong reading, and convey information visually. However, the roles comics can play in educational contexts are still under researched, and many gaps exist in the literature including a lack of real world contexts and clearly reported instructional strategies. This study aimed to fill these gaps by reporting the literacy practices that students and teachers develop around comics, as well as contextualizing these practices in the classroom contexts and students’ and teachers’ experiences. Drawing from a social semiotic view of multimodality and the view of literacy as a social practice, I conducted a qualitative case study using ethnographic methods for data collection which I analyzed using an interpretive framework for qualitative data analysis and constant comparative analysis. I found three literacy practices developed around comics in these contexts—Q&A, writing about comics, and drawing comics. I also found that teachers and students positioned comics in four primary ways within these contexts—as a tool, as entertainment, as a medium, and as a traditional form of literature. Based on my findings, I developed three assertions: 1) there is a disconnect between teachers’ goals for using comics in their instruction and the literacy practice that developed around the comics they selected; 2) there is a disconnect between the ways in which teachers position comics and the ways in which students position comics; and 3) traditional views of literature and literacy continue to dominate classrooms when multimodal texts are selected and utilized during instruction. / Dissertation/Thesis / Doctoral Dissertation Learning, Literacies and Technologies 2018

Cette thèse a pour objectif de lire à travers les médias hôtes que sont la littérature, la bande dessinée et le cinéma, la présence d’éléments picturaux au sein de fictions biographiques. Il s’agit d’une étude comparative qui considère l’art comme lieu de reconstruction mais aussi de conservation de l’histoire en général et de l’histoire artistique en particulier. De manière générale, les interactions entre le pictural et les autres arts prennent deux orientations. La première est la reconstitution du champ pictural et de son fonctionnement. Et la seconde orientation passe par la réappropriation des techniques et des moyens de création produisant des effets picturaux au sein des autres formes artistiques. L’insertion du pictural laisse donc entrevoir une tension entre le média qui recoit et la forme insérée et le résultat se partage entre opacité et transparence; homogénéité et hétérogénéité du média hôte. / The aim of this thesis is to read through the media hosts that are the literature, comics and cinema, the presence of pictorial elements in biographical fiction. Here is about a comparative study that considers art as a construction’s place but also the conservation of the history in general and artistic history in particular. In general, the interactions between the pictorial and other arts take two ways. The first way or orientation is the reconstitution of the pictorial field and it's functioning. And the second way or orientation goes through the reappropriation of techniques and means of creation producing pictorial effects with other artistic forms. The insertion of the pictorial may suggests a clear tension between the host media and the inserted form and the result is divided between opacity and transparency; homogeneity and heterogeneity of the host media.

Depuis quelques années, ma pratique de la bande dessinée numérique entend « produire du sens avec la technologie », en faisant « parler l'outil ». Cette thèse a pour but de poser la question à un niveau plus large en se demandant ce que signifie produire du sens avec la technologie dans le contexte de la bande dessinée numérique aujourd'hui.Si la plus grande partie de ce qu'on appelle aujourd'hui bande dessinée numérique n'utilise le support et les outils numériques que comme moyen de diffusion d'une bande dessinée conçue de manière traditionnelle, une partie de la production met au contraire véritablement en oeuvre les propriétés du numérique pour produire du sens et du récit. Notre hypothèse est que la bande dessinée ne devient véritablement numérique que lorsqu'elle met ces propriétés en jeu. Dès lors, elle questionne à la fois le « système de la bande dessinée », l'usage conventionnel des outils numériques et la notion de récit. Elle impose à l'artiste d'établir de nouveaux modes opératoires. Le dépassement des théories traditionnelles par ses figures impose au théoricien d'utiliser de nouveaux concepts. L'outil ne peut devenir « parlant » pour le lecteur que si celui-ci est mis en position de l'expérimenter : interface et interactivité sont des enjeux cruciaux, la bande dessinée devient « jouable » et la « lectacture » devient son mode de réception. L'expérience de l'oeuvre par le « lectacteur » se joue sur le mode du gameplay, et cela a des répercussions sur la narration qui doit intégrer ces modalités particulières. Le récit ne repose d'ailleurs plus seulement sur les mécanismes de la narration. Il exhibe toute sa matérialité au lectacteur et repose alors en grande partie sur des mécanismes d'ordre poétique. / For a few years now, my digital comic creations have been seeking to “produce meaning with technology” by making “the tools talk.” This thesis aims to raise the question to a wider level by exploring what it means to produce meaning with technology today, in the context of digital comics.If most of what we call digital comics only use digital medium and tools as a way of publishing a comic which has been created in a traditional way, a part of the production actually uses the properties of computers to produce sense and narration.Our working hypothesis is that a comic only becomes ‘digital’ when it involves these properties. It therefore questions the ‘system of comics’, the conventional use of digital tools as well as the notion of narrative. It forces the artist to introduce new methods. Surpassing traditional theories through the digital comic forms forces the theorist to use new concepts. The tool can only ‘talk’ to the reader if they are allowed to try it out themselves. Interface and interactivity are crucial issues; the comic becomes ‘playable’, through ‘read-acting.’ While interact with the piece, the read-actor is in gameplay mode, which in turn has consequences on the narration, which must therefore include these rules. As a matter of fact, the narrative no longer relies on the mechanism of the narration. It displays all its materiality to the read-actor and so relies largely on mechanisms of a poetical nature.

Made available in DSpace on 2015-05-07T14:46:43Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 13399363 bytes, checksum: b7d6318bfd4e27f11c5e7302369ad96f (MD5) Previous issue date: 2013-09-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Journalists, as an interpretative comunity, or tribe, define themselves through social traces and the mastery of pratical knowledges which allow them to claim an especific professional field. This journalistic culture is also rich of myths and social representations that try to legitimate the role played by the journalist into society. These myths very often cover their professional reality. Born in the papers, the modern comics have a tradition in represent journalists as comic characters. This representation, especially in superheroes, adventure and similar comics, has served to strenght the professional image passed by the myths. But, through time, as comics have narrative and themathically matured themselves, this representation has been problematized, unmasking the ideology behind the myths. This research tries to show this phenomenon through a study of case about a comic book called Transmetropolitan. This comic shows the adventures of a journalist called Spider Jerusalem, who lives at a chaotic metropolis in search of his stories. Our work was divided in two parts. The first one is a bibliographical review about themes that this study is based upon. In the second, it was made a content analysis of three editions of Transmetropolitan, and the data was used to guide our critical review of the comic. We argue that this comic book brings a contracultural vision about contemporary society and the role of the journalist, supported by the cyberpunk narrative and the style of report used by New Journalism to problematize this myths. / Os jornalistas, como comunidade interpretativa, ou tribo, se definem por meio de traços sociais e pelo domínio de saberes práticos que permitem a reivindicação de um campo profissional específico. Esta cultura jornalística também é rica em mitos e representações sociais que buscam legitimar o papel desempenhado pelo jornalista na sociedade, mitos estes que muitas vezes mascaram a realidade profissional. Nascidos dos jornais, os quadrinhos modernos têm tradição na representação de jornalistas como personagens. Esta representação, especialmente nos quadrinhos de super-heróis, de aventura e gêneros correlatos, serviu por muito tempo para reforçar a imagem profissional contida no mito. Porém, à medida que esses quadrinhos amadureceram narrativa e tematicamente, essa representação passou a ser problematizada, expondo a ideologia por trás desses mitos. Esta pesquisa busca mostrar esse fenômeno por meio de um estudo de caso sobre a série em quadrinhos Transmetropolitan. Este quadrinho de ficção científica narra as aventuras do jornalista Spider Jerusalem por uma metrópole urbana caótica na busca de suas pautas. O estudo se dividiu metodologicamente em duas partes. Na primeira, uma pesquisa bibliográfica exploratória sobre os temas que embasam o estudo. Na segunda, uma análise de conteúdo das três primeiras edições de Transmetropolitan, para em seguida realizarmos a leitura crítica do material a partir dos dados coletados. Defendemos que esses quadrinhos se apóiam numa visão contracultural em relação à sociedade contemporânea e ao papel do jornalista nela, ao recorrer à narrativa cyberpunk e um estilo de reportagem defendido pelo Novo Jornalismo para problematizar esses mitos.

Made available in DSpace on 2015-05-14T12:39:35Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 3230081 bytes, checksum: d0b2e63f64a8a18ba60d064a0b52363d (MD5) Previous issue date: 2011-03-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Aiming to study the character category and its manifestation on three different media, the following work analyzes the Snow White character and its representation in literature, films and comic books. The corpus used in this paper were: the short story Snow White and the seven dwarfs, by Wilhelm and Jacob Grimm; the homonym 1937 animated movie produced by Walt Disney Studios; and the first volume of the miniseries One thousand and one nights of snowfall, a spin-off of the monthly issue Fables, by Bill Willingham. In the first three chapters, this paper presents considerations regarding each individual work, taking into account the specifics of their respective languages, also pointing out the differences between them. For that purpose, we use both the focalization (as defined by Gerrard Genéte) and mise en scène (as per Bordwell and Thompson, 1997) categories. The forth chapter is a direct comparison among the character in its three different versions, analyzing it as adaptation (Linda Hutcheon, 2006) and using as the major analysis criteria the female representation, taking into account production contexts, as appointed by Marina Warner (1999). / Objetivando estudar a categoria personagem e sua manifestação em três diferentes mídias, este trabalho analisa Branca de Neve e sua construção na literatura, no cinema, e nas histórias em quadrinhos. O corpus utilizado foi o conto Branca de Neve e os sete anões, assinado pelos irmãos Wilhelm e Jacob Grimm; a animação de 1937, produzida pelos estúdios Disney, homônima; e o primeiro volume da minissérie As mil e uma noites, derivada da revista mensal Fábulas, de Bill Willingham. Nos três primeiros capítulos, o trabalho tece considerações a respeito de cada obra individualmente, levando em conta especificidades da linguagem de cada texto, bem como apontando as diferenças entre eles. Para tanto, parte das categorias focalização, conforme definida por Gerrard Genéte (s.d.), e mise-en-scène, como abordada por Bordwell e Thompson (1997). No quarto capítulo, faz uma comparação direta da personagem nas três versões, analisando-a como adaptação, conforme orientado por Linda Hutcheon (2006), e utiliza, como principal critério de análise, a representação feminina, levando em conta contextos de produção, conforme apontado por Marina Warner (1999).

Made available in DSpace on 2014-12-17T14:36:31Z (GMT). No. of bitstreams: 1 LeticiaSC_DISSERT_Capa_a_70.pdf: 5879238 bytes, checksum: 5cc38da781db678200b2320f78eb3df7 (MD5) Previous issue date: 2010-08-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Located at the intersection of Science Education, Teacher Training and use of didactic Comics (HQ), the text aims to discuss the problem which thus sets: - What is the contribution of the incorporation of comics in the continuing education of teachers Natural Sciences of the early years of elementary school? - May be the comics for enabling science teaching? - How to contribute to a reflexive training of teachers of the early years? - In order to answer these questions, there was a collaborative action research in a school located in the city of Natal / RN, with three teachers who teach natural science in the early years of elementary school. The study involved the conduct of 13 meetings of in-service, under the focus on reflective practice, with the purpose of discussing topics underlying the teaching of science and the use of comics as a methodological strategy. All meetings were recorded on audio and transcripts. The teachers finally recorded the meetings by writing a portfolio. The teachers made use of 10 sessions with reading comics in science classes, which were video recorded and later watched by the educators in autoscopy sessions followed by individual interviews. From the collected data, several aspects that have emerged can be grouped into three categories: The difficult concept of science, teachers' work and the obstacles and possibilities of comics as a teaching strategy. In this sense, are woven assessments taking as its founding, look for the reflective and dialogic practices exercised in the classroom. In the analysis of the data, we can see the conceptual difficulties, methodological and pistemological questions of teachers for teaching science, but also the limitations of comic books for teaching. Learning more relevant appointed by the teachers is related to the importance of collective work to mitigate the training needs of teaching. Finally, signals that the HQ has a great potential for use in science classes, provided that the teacher conduct a careful planning for this, but that the meetings of continuing education promote moments of reflection on teaching practices that are capable of giving rise to new attitudes before the difficulties they depict / Situado na interse??o entre o Ensino de Ci?ncias, a Forma??o Docente e a utiliza??o did?tica das Hist?rias em Quadrinhos (HQ), o texto tem como finalidade discutir a problem?tica que assim se configura: Qual a contribui??o da incorpora??o dos quadrinhos na forma??o continuada dos professores de Ci?ncias Naturais dos anos iniciais do Ensino Fundamental? Podem ser as hist?rias em quadrinhos viabilizadoras do ensino de Ci?ncias? Como contribuir para uma forma??o reflexiva de professores dos anos iniciais? Visando responder estas quest?es, realizou-seuma pesquisa-a??o colaborativa em uma escola localizada na cidade do Natal/RN, com tr?s professoras que lecionam Ci?ncias Naturais nos anos iniciais do Ensino Fundamental. O estudo envolveu a realiza??o de 13 encontros de forma??o continuada em servi?o, sob o enfoque reflexivo sobre a pr?tica, com a finalidade de se discutir a respeito de t?picos subjacentes ao ensino de Ci?ncias e ? utiliza??o dos quadrinhos como estrat?gia metodol?gica. Todos os encontros foram gravados em ?udio e transcritos. As professoras, por ?ltimo, registraram os encontros atrav?s da escrita de um portfolio. As docentes fizeram uso de 10 sess?es de leitura com hist?rias em quadrinhos nas aulas de Ci?ncias, que foram videogravadas e assistidas posteriormente pelas educadoras, em sess?es de autoscopia, seguida de entrevista individual. Dos dados coletados, emergiram diversos aspectos que podem ser agrupados em 3 categorias: o dif?cil conceito de Ci?ncia, o trabalho docente e os obst?culos e possibilidades da utiliza??o dos quadrinhos como estrat?gia de ensino. Neste sentido, s?o tecidas aprecia??es tendo como eixo fundante, o olhar reflexivo e dial?gico para as pr?ticas exercidas em sala de aula. Nas an?lises dos dados, percebe-se as dificuldades conceituais, metodol?gicas e epistemol?gicas das professoras para o ensino de Ci?ncias, como tamb?m as limita??es das hist?rias em quadrinhos para o ensino.A aprendizagem mais relevante apontada pelas professoras est? relacionada com a import?ncia do trabalho coletivo para se atenuar as necessidades formativas da doc?ncia.Para finalizar, sinaliza-se que a HQ tem grande potencial para ser utilizada nas aulas de Ci?ncias, desde que o professor realize um planejamento cuidadoso para tal, como tamb?m que os encontros de forma??o continuada promovem momentos de reflex?o sobre a pr?tica docente que s?o capazes de suscitar novas posturas diante das dificuldades que se delineiam

Orientador: João Cardoso Palma Filho / Banca: Luiza Helena da Silva Christov / Banca: Waldomiro Vergueiro / Resumo: As histórias em quadrinhos são uma forma de mídia que combina várias expressões artísticas com a comunicação, gerando um meio onde o leitor pode se tornar parte de história criando seqüências, sons, vozes através dos diálogos nos balões ou até mesmo realizando novas histórias que aqueles personagens podem proporcionar. Mesmo assim, as histórias em quadrinhos enfrentaram, desde sua invenção, desconfiança e até mesmo reducionismo em detrimento de outras artes. Esta pesquisa visa responder a seguinte pergunta: Por que ensinar histórias em quadrinhos nas escolas? Para tanto, a pesquisa compreende uma breve história da formação do mercado editorial, leitores e profissionais no Brasil, disserta sobre os quadrinhos nas mais diferentes camadas de ensino, propondo o uso da arte seqüencial nas mais diversas matérias do currículo escolar e por fim, o estudo de caso Projeto Mamute, em que além de descrever toda a trajetória deste grupo de alunos, apresento um volume das histórias em quadrinhos que foram realizados no período de 2004 - 2005. / Abstract: Comic books compose a media that mixes different artistic expressions with communication, creating a vessel through which the reader can be a part of the story, creating scenes, sounds, voices using the dialogues on the balloons, or even making new stories with the characters. However, Comics have suffered, since their inception, with suspicion and devalue if compared with other arts. This research concerns itself with the question: Are Comics a good tool to educate? To address that, I developed a research about the history of the editorial Comics, the readers and the professionals in Brazil. I explored the action of Comics in the different layers of teaching, proposing different activities with Comics in the official grade of regular education. Finally, I present the history of Projeto Mamute (Mammoth's Project) in the period of 2003 - 2005, and the comics we produced within the project, during that period. / Mestre

Conselho Nacional de Desenvolvimento Científico e Tecnológico / A partir da leitura crítica de Mafalda, obra do cartunista argentino Quino, e alicerçados no conceito de hegemonia de Gramsci, sobretudo na noção de contra-hegemonia, buscamos analisar as possibilidades de se construir coletivamente sentidos contra-hegemônicos no ensino de História a partir do que chamamos de crítica aos elementos característicos da sociedade burguesa (a democracia, o individualismo, o estímulo ao consumo, a propriedade privada, a naturalização das diferenças, a competição, dentre outros). As contribuições de Gramsci ao campo da Educação, como o vínculo dialético entre as relações hegemônicas e pedagógicas, sua concepção da escola como um destacado aparelho privado de hegemonia, além das reflexões sobre os intelectuais e sua ação pedagógica na construção/difusão/legitimação de consensos, constituem pilares fundamentais das análises. É esforço fundamental da pesquisa identificar em que medida os professores, conscientes de seus vínculos de classe e compromissados com as classes dominadas, podem atuar como educadores-intelectuais orgânicos à estas classes, no âmbito da escola, tornando-a uma trincheira sob o conceito gramsciano de guerra de posição contra a hegemonia burguesa. Em termos metodológicos, foram selecionadas quinze tiras de Mafalda (divididas em onze temas os elementos que caracterizam a sociedade burguesa), presentes na obra Toda Mafalda (2002), no intuito de subsidiar as reflexões aqui esboçadas. Obviamente, todo recorte é ideológico e nenhuma escolha é neutra. As tiras escolhidas, longe de sintetizarem o olhar do artista argentino a respeito da burguesia, atendem aos objetivos deste trabalho. / From the critical reading of Mafalda, of argentine cartoon writer Quino, and based on Gramscis concept of hegemony, above all in the notion of counter-hegemony, we have tried to analyze the possibilities of constructing collective counter-hegemony senses in teaching History starting with critical eye upon characteristics of the bourgeois society (democracy, individualism, consumption incentive, private property, naturalization of differences, competition, among others). Gramscis contributions to Education, as a dialectic link between pedagogic and hegemony relations, his conception of school as an outstanding private instrument of hegemony, besides reflections on intellectuals and their pedagogic influence on the construction/diffusion/legitimation of agreements are fundamental pillars of the analysis. The main effort of the research has been to identify in what extent the teachers, conscious of their class connections and committed to the dominated ones, may act as intellectual educators of these classes, on the school bounds, becoming a barrier under Gramsci concept of position war against bourgeois hegemony. In methodological terms we have chosen fifteen Mafaldas strips (divided in eleven themes, identified as characteristic features of bourgeois society) which are part of Toda Mafalda (2002), aiming to reinforce the reflections herein delineated. Obviously, every construction is ideological and there arent neutral choices. The chosen cartoons, far from synthesizeing the argentine artist view over bourgeoisie, supply the focus of this work.