Quadrinhos, mitos e suas possibilidades no espaço escolar

Abstract

This dissertation proposes a reflection on the role of mythical and legendary narratives, articulated with the universe of comic books, as a pedagogical support capable of mitigating student silencing that still persists, especially in the teaching of History. In a propositional manner led by the teacher and based on students’ perceptions, it analyzes how myths and legends, despite their conceptual differences (with myths being linked to the sacred, deep symbolism, and explanations of origins, while legends are connected to narratives with historical or communal backgrounds containing fantastical elements), can operate in similar ways by stimulating imagination, listening, and the expression of personal and collective meanings. The study understands that mythical narrative holds symbolic and formative potential, especially when mediated by visual and narrative resources such as comic books, which captivate and engage students by translating mythical and legendary elements into contemporary and accessible formats, while relating this process to the role of the teacher as an encourager. The research was conducted with first-year technical high school students at Escola Estadual Pedro Mendonça, in the city of Goianésia, Goiás, during the second semester of 2024. The project was carried out in three stages: in the first meeting, students’ prior knowledge about myths was investigated; in the second meeting, their conceptions of comic books were examined; and finally, it was analyzed how the combination of these languages can foster relationships between students and historical knowledge through active participation in the teaching–learning process. The data indicate that valuing students’ narratives, together with active teacher engagement and the use of symbolic elements present in comics, contributes to breaking with school structures that have historically marginalized popular knowledge and youth experiences, opening space for students to recognize themselves as historical subjects capable of interpreting and naming the world. By recognizing myth not merely as content to be taught, but as a living experience that permeates students’ daily lives, this dissertation argues that the teaching of History must listen to, welcome, and dialogue with the meanings that young people attribute to the narratives they consume and the stories they tell, finding in comic books a powerful ally in promoting more meaningful, critical, and humanized knowledge.