Atividades didáticas integradas no ensino de língua portuguesa relações: dialógicas no campo jornalístico-midiático

Abstract

Investigating a pedagogical action that indicates possible and necessary ways for a linguistic reflection that aims to expand the student's linguistic-discursive capacity is the main scope of this work, for this, we developed a teaching proposal, which uses the discursive genres, belonging to the journalistic field -mediatic. In this approach, we present Bakhtin's theory and the theory of Integrated Didactic Activities (ADI's) created by Moura (2017). The ADI's strategies refer to an educational practice carried out in cycles, to help in the formation of responsive subjects and the full exercise of reflection and mastery of the language, regarding its use. In the theoretical framework we researched authors such as Marcuschi (2008, 2010), Kleiman (2002), Moura (2017, 2019), Antunes (2003), Fiorin (2011) and Bakhtin's theoretical assumptions (1997, 2006, 2010). Under this bias, from the interactionist perspective in the teaching of discursive genres in the journalistic-media field, we prioritize the axes of orality, reading, writing and linguistic reflection, and from the Fake News theme, we follow the proposal of cyclical didactic action based on the ADIs of Moore (2017). For this, we developed a teaching proposal using the reportage discursive genre, applied during the 2021 school year, with the students of the 9th grade of Elementary School of the State School Professora Nanci Nina Costa (Macapá-Amapá). We developed a participatory research, with the teacher playing the role of researcher. We organize the pedagogical work, in accordance with what is established in official documents, such as: BNCC (2018) and RCA (2019) that propose strategies for teaching the Portuguese language and aim at the critical formation of the subject, so that he develops a responsive posture and be able to understand the language, reflect on it and know how to use it in their various social activities. Through this research it was possible to conclude that the main genre reportage is a tool that makes possible the formation of readers and text producers according to the discursive perspective, also contributing with advances in their orality and linguistic reflection.