Comics and emotions: a narrative review of literature


This contribution offers an opportunity to start reflecting on the use of comics as a useful resource for improving the pedagogical skills of teachers dealing with specific learning disorders (SLD). To this end, a literature review focusing on the transformative value of comics was conducted. The analysis revealed how the synergies between verbal and visual elements of the boards that move without clear boundaries (Santarelli, 2017) improve the understanding of the socio-emotional discomforts, relational problems and lack of self-esteem (Fuerst, 1993) typical of DSA pupils. The designed literature employed in visual literacy strategies connotes as a driver of a culture of listening and empathy enhancement towards the learner with altered school skill learning patterns (Benson & Stuss, 1986). The results promote an innovative pedagogical status that supports the use of sequential art.