A proposal to develop the reading habit from the perspective of the hybrid text – Graphic Novel.

Abstract

This article analyzes the graphic novel genre and proposes a teaching sequence with the aim of incorporating it into everyday school life. The research discusses the challenge of awakening a passion for reading in today's highly technological context, since neuroscience indicates that digital reading activates different areas of the brain, requiring rapid processing, which is sometimes superficial and can lead to less reflective reading. The graphic novel enters this scenario as an alternative to spark students' interest in reading, since it is a genre that works with words and images in a dynamic and attractive mix that enriches the readers' experience.  The article highlights the work of the teacher as a mediator of reading that goes beyond words and encompasses the decoding of various multiplicities, as guided by the National Common Core Curriculum (BNCC), which focuses on textual diversity as a basis for the development of skills and also for the development of reading enjoyment. As a theoretical contribution, the historical origin of the genre is highlighted, emphasizing the importance of Will Eisner (1970) for its dissemination, in addition to reinforcing language as social interaction, according to Bakthin (1929).