2026-08-072026-08-072026-07-03SOUSA, Ana Beatriz Oliveira de. Contribuições das sequências didáticas para o gênero HQ no processo de alfabetização e letramento no 3º do ensino fundamental: um relato de experiência no estágio de iniciação à docência no PIBID. Orientadora: Maria Gorete Rodrigues Cardoso. 2026. 30 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação, Campus Universitário de Bragança, Universidade Federal do Pará, Bragança-PA, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9871. Acesso em: .https://bdm.ufpa.br/handle/prefix/9871This undergraduate course conclusion thesis describes the author's experience in implementing two didactic sequences centered on the textual genre of comics in a thirdgrade elementary school class. This implementation took place during the teaching initiation internship within the Institutional Scholarship Program for Teaching Initiation (PIBID), more specifically in its Literacy subproject, at the Federal University of Pará, Bragança Campus, during the 2025 academic year. The research aims to analyze the process of designing and implementing these didactic sequences within the program's context, based on the diagnostic assessment of the class and aligned with the school's teaching project, while considering their contributions to student learning and to initial teacher education. This research adopts a qualitative approach, seeking an in-depth understanding of the pedagogical practices developed in the school environment, utilizing field diary records. As to its nature, this is descriptive and explanatory research, since it simultaneously seeks to describe the actions undertaken within the scope of PIBID and to analyze the relationships between diagnostic assessment, pedagogical planning, and student learning. The results identified significant progress in student learning, resulting from the use of methodologies that articulated alphabetic literacy and broader literacy practices, as well as the appreciation of the school context, thereby ensuring advancements in the alphabetic writing system and reading fluency. Furthermore, the research discusses the importance of this practical teaching experience for the scholarship holder's qualification as a Pedagogy undergraduate student and future educator.Acesso AbertoAlfabetizaçãoLetramentoAvaliação diagnósticaSequência didáticaFormação docenteAlphabetic LiteracyLiteracy PracticesDiagnostic AssessmentDidactic SequenceTeacher EducationCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - ArtigoAttribution-NonCommercial-NoDerivs 3.0 Brazil