Literatura em quadrinhos: adaptações literárias em histórias em quadrinhos como ferramenta de incentivo à leitura no 9º ano

Abstract

This monograph investigates the use of literary adaptations in comic books (graphic novels) as a tool to encourage reading among 9th-grade students in a private school. Based on the understanding that literary reading is essential for the critical, linguistic, and cultural formation of students, the study aims to reflect on pedagogical strategies capable of bringing young readers closer to literature, especially through more attractive and accessible media such as comics. The choice of the 9th grade is justified by the profile of the target audience typically adolescents in the process of identity constructiot whose interests often do not align with traditional models of school reading. The theoretical framework relies on scholars such as Will Eisner, Scott McCloud, Linda Hutcheon, Italo Calvino, Ana Maria Machado, Rildo Cosson, among others, who discuss the aesthetic and educational value of comics and literary adaptations. Additionally, the study dialogues with the guidelines of the National Common Curricular Base (BNCC), which encourages the use of different textual genres and multiple languages in the teaching-learning process. The qualitative research was conducted with students from a private school through the application of questionnaires and pedagogical workshops involving the reading of comic book adaptations of classic works. Data analysis revealed an increase in students’ interest in reading, greater engagement in classroom activities, and a strengthening of critical interpretation of texts. Comics facilitated students’ approach to literary content, expanded their reading comprehension, and awakened the pleasure of reading, overcoming the perception of literature as a mere school obligation. The results indicate that comics should not be seen merely as transitional resources toward traditional literature but as autonomous productions with aesthetic, critical, and formative potential. Their hybrid language, which articulates image and text, allows multiple forms of reading, stimulates creativity, favors the inclusion of different learning styles, and contributes to the formation of more competent and sensitive readers. Teacher mediation is highlighted as a central element in this process, requiring sensitivity in selecting works, mastery of the involved languages, and commitment to pedagogical practice that values cultural and textual diversity.