The strips in elementary school: Multimodality contributing to the construction of meaning

The text we present here is related to a larger research project that is being developed in the Postgraduate Program in Literature (PPGLETRAS), at a Public University involving elementary education and aspects related to multimodality and reading. We carried out an outline of the project for this study with the aim of presenting the strips as a textual genre marked by multimodality dialoguing for the construction of meanings. As theoretical assumptions, we resort to studies by Vergueiro (2004), Rama (2016), Dionísio and Vasconcelos (2013), Rojo (2012), Menezes De Sousa (2007), among others. As a methodology, theoretical studies were used on the conceptions of reading and production of multimodal texts in the classroom, whose texts (strips) consisted of the corpus of analysis. The results of the study focused on the relevance of the strip genre and the importance of multimodality for understanding meaning.