Atividades didáticas integradas no ensino de língua portuguesa relações: dialógicas no campo jornalístico-midiático
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Data
2022-10-31Autor
http://lattes.cnpq.br/4465290502640946
MACIEL, Glaiany Pinheiro
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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.