Reading of cartoon: an experience, a challenge

This paper aims to present a reflection about the reading of cartoon guided by theories that define language as interaction and reading as social cognitive process of production of meaning. We start with a problem situation identified in the application of an evaluation of Portuguese: The evaluated students could not identify the subject and the social event which supported the cartoon. We present theoretical notions related to the reading skills of reading, the text and the cartoon genre. We attempt to answer these questions: Why do students fail to answer certain questions? What can cause difficulty in interpreting a cartoon?