O gênero propaganda na sala de aula: competência leitora e estratégias de produção textual

• Ano de defesa: 2020
• Autor(a) principal: Silva Filho, Luiz Rosa da
• Orientador(a): Catanduba, Edilma de Lucena
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Letras - PROFLETRAS
• Departamento: Centro de Humanidades - CH
• País: Brasil
• Palavras-chave em Português: Linguagem; Gêneros textuais; Propaganda; Leitura; Produção Textual
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://tede.bc.uepb.edu.br/jspui/handle/tede/3702

The Reading and the writing are utilized as form of social interaction, which is almost always acquired through of the formal education, which happen in the environment school. In this sense, the school needs to align its objectives with this expectation and provide the pupil the constant contact with the language through textual/discursive genres, which are realized through of the texts, which circulate in the social middle.Thus, the objective of our work is to develop in the pupil the ability of read and write, so that they can utilize the reading and the writing as form of participation in the diverse situations of social communication of conscious and critical way. The teaching through middle of the genres if sustained by being the consistent way, to utilization of the language in the various everyday practices. We opted in this research for the propaganda genre by be a genre with wide social dissemination through of different supports and with an immense persuasive lexicon, which seek to lead the reader the buy products or services, as well as adhere the ideas that are propagated. The propaganda genre, by presents an interactional character, becomes important for the classroom, as it favors the deepening of the reading and textual production due to its multimodality and diversity that addressing different themes.The study addresses the sociodiscursive conception of language, the reflection about comprehension, production of text and argumentative strategies, as well as the propaganda genre. We utilized as theoretical contribution the studies of Bakhtin (2016), Marcuschi (2008), which discuss about textual/discursive genres; Koch and Elias (2017), Antunes (2003), who reflect about process of teaching, reading and writing; Cobra (1991), Leduc (1980), and Sandmann (2003), who discuss about of the propaganda, among others who contributed to the dissemination of the themes here addressed. We applied a didactic sequence inspired in the model of Dolz, Noverraz and Schneuwly (2004), from which we explored the reading and the production of the propaganda genre as a way of associating theory and practice. At the final of the work, the pupils developed skills and abilities in interpretation and textual production in the propaganda genre, through of the work developed from the constitutive elements of the genres in the perspective of Bakthin (2016). Activities of reading through the propaganda genre with exercise of comprehension of text with objective and subjective questions were worked out, this in two moments. The first moment happened before of the application of the didactic sequence, and the second moment was after of the didactic sequence. Then happen the analyzes took into account the elements that make up the genres, thematic content, style and composition. With relation to production of text, we asked to the pupils the produce of two propaganda, one before the didactic sequence and the other after. Fit highlight that the procedure of analysis of the productions textual followed the same procedure utilized in the analysis of the exercises referring to reading. That is, with based on the constitutive elements of the genres. Still is relevant to mention that the analysis made as in the activities of reading as in the production of text, first and second moments, were taken into account the works of the same pupils respectively. Thus, we believe that the skills and abilities of reading and textual production developed by pupils with the propaganda genre accredit them for the comprehension and writing of other textual /discursive genres, which surround the social environment, and are as important as the propaganda in the practice of the social action.