Imagem não é texto? Uma análise verbivocovisual da adaptação gráfica de a revolução dos bichos como mediação para a formação de jovens leitores

Abstract

This study analyzes, in light of the Bakhtin Circle’s concept of the utterance and intersemiotic translation, adaptations of literary classics into graphic genres—specifically comics—as pedagogical mediation in the formation of young readers within school settings. It starts from the premise that, although reading the classics is fundamental to students’ cultural, reflective, linguistic, and critical development, many adolescents face significant obstacles when approaching these works, mainly due to linguistic complexity and how they are presented in schools. The central research question is: how, and under what terms, do comics adaptations dialogue with their source texts and function as a bridge to the integral reading of classics in the school context? The general aim is to theoretically ground and comparatively analyze this mediation process, emphasizing enunciative and intersemiotic categories as an instrument of pedagogical mediation toward the full reading of the classic text. In this scenario, literary adaptations—especially in comics format—emerge as tools for access, comprehension, and initial engagement. The study explores how comics, by combining visual and verbal elements, render complex narratives more accessible and engaging, opening pathways that may lead to full-text reading. Grounded in the theories of Italo Calvino, Scott McCloud, Mikhail Bakhtin, and Villarta-Neder, in dialogue with adaptation studies (Bastin, Brisset, Santoyo, among others), the research conducts a comparative dialogic correlation (cotejo/correlacionamento1 ) of classic narratives adapted to the graphic format—focusing on Animal Farm (George Orwell) and its comics adaptation by Odyr (Pequena Zahar). In addition, the work discusses the implications of adaptations for readers’ literary identity and perceptions of cultural diversity within the development of reading. As the educational product of this research, a pedagogical guide is proposed for Portuguese and Literature teachers in Brazilian basic education (with emphasis on works included in the national curriculum), aiming to make classic content more accessible and appealing to students.