The present work aims to develop the manga genre as a multimodal literacy practice in native language classes, seeking to understand the multimodal text design tools in the construction of meaning. Considering the communicative actions, both verbal and nonverbal discourse, that are constantly changing, the practice is justified in the analysis of the manga genre that works with multimodal reading to interpret linguistic and visual aspects, as well as to understand the effects of meaning present in the text. This project postulates the need to work with this genre, which brings the student closer to their reality and makes them multiliterate, capable of understanding everything that is said through words and images, learning to communicate effectively in various settings and expanding their communicative repertoire. The manga genre develops multimodal literacy skills that will contribute to powerful learning, stimulating the taste for reading and interpreting the explicit and implicit effects of meaning present in multimodal texts, becoming a contemporary and significant proposal in the literacy process. The present research has a qualitative nature, with an investigative and interventionist work. It will continue with the analysis of bibliographic data for an appropriate theoretical foundation and deepening of the proposal, and with knowledge processes based on Learning by Design which, according to Kalantzis; Cope; Pinheiro, 2020, are originally composed of four didactic gestures: 1) Situated Practice; 2) Explicit Instruction; 3) Critical Framing; and 4) Transformed Practice.

The challenges faced by Basic Education in Brazil are manifold. However, the most prevalent one is the lack of interest and habit of reading literary texts. This reality has a significant impact on various areas of knowledge. Consequently, numerous scholars have conducted research on the teaching of literature in the context of basic education, considering that, in many instances, literary texts are merely used as a means to teach grammatical theory. Thus, this study aims to contribute through an analysis centered around action research based on selected short stories by João Antônio. The research will be conducted in a public school in Mossoró, Rio Grande do Norte. The chosen class will be the 9th grade "B," during the morning session, with students aged between 13 and 15 years. As a theoretical framework for this project, the proposal of the Basic Sequence from Rildo Cosson's book "Letramento Literário: teoria e prática" (2021) was adopted. The main objective is to foster the development of interpretive and empathetic readers by immersing them in the world of reading and equipping them with the capacity to recontextualize the short stories into short films. The theoretical foundation for achieving this objective will be based on Cosson's (2021) studies on Literary Literacy, in a dialogical relationship with other researchers who advocate for this subject, such as Zilberman (1986), Bazerman (2011), Coelho (2000), Colomer (2017), Candido (2011), Soares (2021), among others. In addition to the theoretical framework, normative documents of the Brazilian educational system will be considered, including the Law of Guidelines and Bases of National Education (Brazil, 1996), the National Curriculum Parameters for Portuguese Language (1998), and the National Common Curricular Base (2017). The section pertaining to recontextualization will draw from Dell'Isola's (2007) studies. Finally, to discuss João Antônio's short stories, Candido (1995) and Bosi (2015) serve as the reference theorists. The ultimate goal is to develop the recontextualization of the short stories into short films based on the outcomes of the Basic Sequence developed with the selected short stories. It is expected that these strategies will effectively contribute to the development of literary literacy. Therefore, this research aims to contribute to the integration of literature into education through literary literacy, ensuring that literature maintains its essence of humanization.

It is contemporary education's role to develop a work that allows a look at the diversitiesthatconstitute Brazilian society. In this sense, working on ethnic-racial relations in theschoolenvironment brings to light the need to combat a racist formation, rooted in historical andculturalconcepts that are present in different social practices. The present research was developedinthe8thgrade Portuguese language classes, with students of a civic-military school of Maracanaúcityinthestate of Ceará, Brazil. This practice aimed at forming elementary school students as critically-modally subjects regarding racism. This study proposes to analyze the corpus generatedinthepractice of Multimodal Critical Literacy which consists of analyzing advertisements publishedontheinternet that show a racist discourse and the textual production based on the Redesignproposal(JANKS, 2010). To achieve its objectives, the work was supported by Freire's ideas of empowerment(1987, 1996) and Janks' Redesign Cycle (2010, 2012) to address multimodal literacy fromacriticalperspective. It was also based on the theoretical-methodological contribution of theCriticalDiscourse Analysis by Fairclough (2001, 2003), which investigates the relationshipbetweenlanguage, society and asymmetrical power relations. To address the multimodal natureofadvertisements, the theory of Virtual Design Grammar by Kress and van Leuwen (2006) wasused.With regard to the phenomenon of racism and how black people are represented in the advertisingsphere, the research was based on Almeida (2019); Djik (2018, 2019); Guimarães (2009); Munanga(2005, 2020); and others. Concerning the approach given to the discursive genre advertisement, thecollaborations of Bakhtin (2011), Fiorin (2018), Marcuschi (2008) and Carvalho (2014) wereused.In order to consider methodological strategies that, in a didactic and coherent way, corroboratetheunderstanding of the issues involving the present study, it is relevant to highlight that theresearchwas based on action research (TIOLLENT, 2011) and on the Redesign Cycle ( JANKS, 2010, 2012).The data was gathered through the application of a pre-test and a post-test questionnaire andthroughRedesign (JANKS, 2010) textual production. The action research showed that the discussionsfostered in the classroom, associated with the text analysis activities, and the contact withtheaforementioned theories, as well as the production of the redesigns (JANKS, 2010) contributednotonly to the identification, but also to the deconstruction of the ideological discourses evidencedinthetexts. In short, the interrelation of this knowledge seen in a broader perspectiveofconstruction/deconstruction/reconstruction, according to Janks (2012), corroborated the MultimodalCritical Literacy of the students participating in the research, insofar as it also favored an empowering language teaching, aiming, above all, at social change.

With the advancement of literacy studies, it became evident that it was connected more with the critical perception of reality than with the simple acts of writing and reading. Thus, in this critical perspective, orality can be a strong ally, once it leads students to critically reflect and argue about their own reality, mainly when the oral genre under discussion is the ruled debate. When designing this research, the following question emerged: how can critical literacy and orality be developed, arousing in students the citizen conscience and the manifestation of critical thinking from the work with the genre ruled debate? The reflection provoked by this question originated objectives with the purpose of developing critical literacy from the work with the textual genre mentioned before, ruled debate. Wherefore, in order to compose the body of this research, contributions of the most studied authors regarding this matter were sought. Freire (2005; 2021), Soares (2020) and Rojo (2019) provided understanding about critical literacy perception. Marcuschi (2019; 2020) and Bakhtin (2020) contributed with investigations about textual genres. Schneuwly and Dolz (2011) helped to structure the didactic sequence and the work with the oral genre. Moreover, the approach about the teaching of the Federal Constitution brought the normative texts and the classroom practice closer, at this point, academic dissertations and articles were used, the one by Câmara (2017) is a case in point. The final proposal of this work is a didactic sequence, which is divided into: first, the presentation of the situation, then, initial production, modules 1, 2 and 3, and, at last, final production, in which the ruled debate is proposed. Therefore, the present work suggests a didactic sequence as a final product that can be applied in the final years of middle school, especially in the 9th grade, in order to work on critical literacy based on orality present in the genre ruled debate, aiming to enhance the citizen experience and the students’ oral manifestations.

The study of orality as opposed to writing is not a recurring theme in the world of research, although it is known 

that this is present in Brazilian normative documents, such as the National Common Curricular Base (BNCC). 

However, it is understood that the school, in addition to preparing for writing, should also focus its actions on the 

development of oral language as being relevant for communication in the social environment. The research aims to 

investigate the extent to which orality is being contemplated in Portuguese Language textbooks for Elementary 

School II. As guiding questions for the study, the following stand out: 

What openings do the BNCC and the PCN propose for awakening orality in students? How has the Portuguese 

textbook been developing the work with oral genres among students? And How to promote the practice of orality 

through the debate genre, combining Portuguese language teaching in order to promote critical positioning?

 As for the methodological procedures, this is an exploratory research with a qualitative approach, which will

 consist of the analysis of a collection of Portuguese language textbooks for elementary school II.