Leitura e produção do gênero anúncio de propaganda: uma abordagem dialógica no ensino fundamental

• Ano de defesa: 2019
• Autor(a) principal: Augusto, Elisabeth Pereira Alves
• Orientador(a): Lins, Juarez Nogueira
• Banca de defesa: Lins, Juarez Nogueira , Sales, Laurênia Souto , Aquino, Maria De Fátima De Souza
• 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 em rede nacional - PLETRAS
• Departamento: Centro de Humanidades - CH; Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Língua portuguesa; Gênero textual; Leitura; Escrita
• Palavras-chave em Inglês: Portuguese language; Textual genre; Reading; Writing
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/75193

Reading and writing are complex activities, which are concretized among writer / reader / text relationship. However, through the results of institutional evaluations of the Government and the observations of teachers in elementary education, there is a weakness in reading and writing teaching, in this way, presenting numerous difficulties related, for example, the construction of the meanings of the text , besides the recognition of the genres and the choice of these for use in a given situation. Faced with this problem, the main objective of this work is to develop the competence of get understanding and producing multimodal text in students of the 8th Year of Elementary School of the public network, from the advertising advertisement genre. Reading and textual production are understood as an interactional process, advocated by Marcuschi (2008), Koch and Elias (2006), in which, in order to construct the senses, the reader's interaction is necessary, through the activation of his prior knowledge and context for the construction of the senses. To activate this encyclopedic knowledge of the reader, Kleiman (2016), Solé (1998), and Koch (2016) emphasize the importance of cognitive and metacognitive reader strategies, which give the reader autonomy to manage the achievement of the goals of his reading ability, identifying elements that hinder their understanding. For Farias (2016), the teacher is an important part in this process, because he acts as a mediator, which allows the activation of the readers' knowledge, for the construction of the senses. In order to reach this vision, the bibliographic research and the intervention proposal were used, through the didactic sequence of Dolz and Schnewuly (2004) of the advertising ad genre, with the aim of embracing a visionmore general of the genres in the classroom, using verbal and visual language. Twenty students from the 8th year of elementary school, between 13 and 15 years old, were enrolled in a public school, located in the municipality of Solânea - PB. For the analysis of the results, the subjects produced advertisements and answered the activities of textual comprehension of the said genre during the didactic sequence, thus allowing to verify that the mother tongue teaching, based on the textual genre, allows the student to produce and read concrete texts, in order to develop their discursive skills. The final productions of the participants, referring to writing and reading, demonstrate an evolution in the understanding of the meanings of the advertisement ad and the production of this genre.