Comic books, reading and discourse of interdiction in official spaces of education

Abstract

This article aims to analyze some linguistic-discursive strategies that legitimized, in official spaces of education, the prohibition of comic books as a reading practice. For this purpose, we take a chapter of the book "Youth Literature", published in the year 1969, to compose the corpus of this article. This work was part of the "Didactic Collection of Brazil", whose objectives were to disseminate and, in some way, to prescribe principles and practices related to various themes involving education. In the possession of this corpus, we were guided by the contributions of the discourse analysis of the French line, especially having as examples the studies of Michel Pêcheux (2009 and 2015) about memory and discourse. In this article, the following research question guided us: what linguistic-discursive strategies articulate reading, comic books and sanction? Finally, we find the analyzes show that demonstrate the following linguistic-discursive strategies, with a view to the interdiction of the comic books: memory, interdiscourse, argumentation by authority, scientific discourse and official discourse.