Os gêneros textuais da esfera jornalística na sala de aula: uma proposta a partir dos multiletramentos
Arquivos
Data
2018-02-20
Autores
Cogo, Karla da Mota Corrêa
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa apresenta como objetivos refletir sobre a importância dos gêneros textuais da esfera jornalística no contexto de ensino de língua portuguesa com base na fundamentação teórica adotada, analisar o material do 7º ano utilizado pela Secretaria Estadual de Educação de São Paulo concernente às atividades propostas envolvendo os gêneros notícia e reportagem e propor a inserção de práticas letradas e multiletradas no desenvolvimento de uma Sequência Didática sobre tais gêneros para o aprimoramento das competências e habilidades de leitura e escrita envolvendo alunos de 7º ano de uma escola pública de Catanduva, São Paulo. Apesar das inúmeras tentativas de modernização do ensino, percebe-se que as práticas pedagógicas e as metodologias ainda partem de conceitos tradicionalistas, tornando, muitas vezes, o processo de ensino/aprendizagem mecânico. Partindo desse pressuposto, entende-se a importância de se tomar os gêneros textuais como base de um ensino de língua mais próximo à realidade linguística do aluno, principalmente os gêneros que compõem a esfera jornalística pelo fato de circularem entre os alunos de diferentes formas. O desenvolvimento de práticas multiletradas envolvendo a notícia e a reportagem favorece o desenvolvimento de competências e habilidades em práticas orais e escritas, visto que os alunos são levados a produzir textos por meio de recursos digitais e tecnológicos. Para facilitar o trabalho, é necessária a proposição de uma sequência didática que possa explorar os diversos aspectos do gênero estudado, no caso dessa pesquisa, o gênero notícia é desenvolvido por meio de aplicativo de mensagem instantânea, cuja estrutura comporta texto, imagem e vídeo; facilitando a interação dos alunos. Diante do exposto, é importante o investimento na formação de professores, para que estejam aptos a lidar com o novo contexto de educação em que o ensino da língua seja um recurso de autonomia e liberdade para os alunos diante da realidade em que estão inseridos.
This research aims to reflect on the importance of the textual genres of the journalistic sphere in the context of Portuguese language teaching based on the theoretical basis adopted, analyze the material of the 7th year used by the State Department of Education of São Paulo concerning the proposed activities involving the genres news and reports and propose the insertion of literate and multilevel practices in the development of a Didactic Sequence on such genres for the improvement of reading and writing skills and abilities involving 7th grade students from a public school in Catanduva, São Paulo. Despite the numerous attempts to modernize teaching, pedagogical practices and methodologies still depart from traditionalist concepts, often making the process of teaching / learning mechanical. Based on this assumption, it is understood the importance of taking the textual genres as the basis of a language teaching closer to the linguistic reality of the student, especially the genres that make up the journalistic sphere because they circulate among students in different ways. The development of multilevel practices involving news and reporting favors the development of skills and abilities in oral and written practices, as students are led to produce texts through digital and technological resources. In order to facilitate the work, it is necessary to propose a didactic sequence that can explore the different aspects of the studied genre; in the case of this research, the news genre is developed through instant messaging application, whose structure includes text, image and video; facilitating student interaction. In view of the above, it is important to invest in the training of teachers, so that they are able to deal with the new context of education in which language teaching is a resource of autonomy and freedom for students in face of the reality in which they are inserted.
This research aims to reflect on the importance of the textual genres of the journalistic sphere in the context of Portuguese language teaching based on the theoretical basis adopted, analyze the material of the 7th year used by the State Department of Education of São Paulo concerning the proposed activities involving the genres news and reports and propose the insertion of literate and multilevel practices in the development of a Didactic Sequence on such genres for the improvement of reading and writing skills and abilities involving 7th grade students from a public school in Catanduva, São Paulo. Despite the numerous attempts to modernize teaching, pedagogical practices and methodologies still depart from traditionalist concepts, often making the process of teaching / learning mechanical. Based on this assumption, it is understood the importance of taking the textual genres as the basis of a language teaching closer to the linguistic reality of the student, especially the genres that make up the journalistic sphere because they circulate among students in different ways. The development of multilevel practices involving news and reporting favors the development of skills and abilities in oral and written practices, as students are led to produce texts through digital and technological resources. In order to facilitate the work, it is necessary to propose a didactic sequence that can explore the different aspects of the studied genre; in the case of this research, the news genre is developed through instant messaging application, whose structure includes text, image and video; facilitating student interaction. In view of the above, it is important to invest in the training of teachers, so that they are able to deal with the new context of education in which language teaching is a resource of autonomy and freedom for students in face of the reality in which they are inserted.
Descrição
Palavras-chave
Leitura, Escrita, Tecnologia educacional, Letramento, Reading, Writing, Língua portuguesa - estudo e ensino, Portuguese language - study and teaching, Educational technology, Literacy