INVESTIGATING IDENTITY REPRESENTATIONS IN CARTOONS IN THE CLASSROOM CONTEXT: MULTIMODALITY, CRITICAL READING AND INTERSECTIONALITY

In the context of significant changes in the understanding about texts, as well as the reading and writing processes, in contemporary society, this article aims mainly at discussing identity representations constructed through the multimodal text cartoon in the classroom context in regular schools. For this purpose, we use concepts and categories of analysis proposed by Kress and van Leeuwen (2006) in their Grammar of Visual Design, and also expand the discussions based on identity studies (MOITA LOPES, 2006; ANDRADE, 2014) from a decolonial perspective (KLEIMAN, 2013; SANTOS, 2004). As an action research with a qualitative and interpretative approach, this study was developed in a state public school in the city of Orobo, with students from the 2nd and 3rd years of high school. The results point to the need to develop reading and writing practices based on a critical and intersectional approach, which integrate multiple languages and semioses in the classroom, in addition to including discussions on complex social issues, such as identity experiences, in a country with such diverse characteristics in the face of frequent changes in sociocultural, historical and political life.