O gênero anúncio publicitário em sala de aula : uma proposta de leitura crítica para o 8º ano do ensino fundamental

Abstract

The main objective of this research was to implement a pedagogical proposal that contributes to overcoming the difficulties of reading and understanding texts belonging to the advertising genre, aiming at the formation of the critical and autonomous reader. The target audience for the intervention was the 8th year of Elementary School of a school of the Public Education Network of the State of Pernambuco, located in the Itamaracá Island. The choice of advertising genre as object of teaching occurred because it is quite common in the social sphere, very recurrent in the activities of reading and writing textbooks and for dialoguing with the reality of the student’s focus of the intervention action. The educational proposal was elaborated based on the reading and comprehension skills guided by the Common Curricular Base for the Public Networks of Pernambuco - Portuguese Language - BCC/PE (2009) regarding the axis of reading teaching, especially those specific for the texts of the advertising domain. The methodological model of Didactic Sequence (SD) defined by Dolz, Noverraz and Schneuwly (2004) subsidized the idealization of the didactic modules of reading and production of texts lived in the classroom. Our intervention was based on the sociocognitive-interactive conception of reading, based on the studies of Leffa (1996); Koch (2013); Koch and Elias (2015). Still as a theoretical contribution within the strand, the notes of Silva (2009) and Kuenzer (2002) on the critical approach to reading deserved prominence. The contributions of Solé (1998); Menegassi (2010) and Hila (2009) with regard to the stages of the text processing and the teaching of strategies for a reading class were essential for the elaboration of shared activities, in the perspective of social interactions. In order to meet the purposes of our intervention, we promoted teaching-learning situations through shared reading activities, in which students were challenged to appear as active operators that concretized and meant reading in the interaction with the text. The analysis of the data allowed us to conclude that the systematized teaching of the textual genre, organized and articulated around strategies, was able to help the participants to overcome some of the reading difficulties and comprehension of texts identified in the initial diagnosis. Therefore, the results suggested that our pedagogical intervention contributed to the expansion of reading skills and the development of a more critical view of the publicity texts to which students are exposed on a daily basis.