Leitura: uma proposta didático-pedagógica – pela perspectiva da LT– via mediação do professor

Abstract

The observation of teaching practice in Portuguese Language classes and the verification of difficulties that Elementary School II students have in systemic assessments motivated and justified this research. Its question was: “What theoretical-practical considerations should guide the reading of the advertisement genre with a view to understanding and interpreting different argumentative-persuasive strategies that the producers of the pieces can use?” Its hypothesis is based on a list of activities, anchored in the theoretical assumptions of the Textual Linguistics, in the multimodal language and with subsidies of the multiliteracies and several cognitive knowledge, can be developed as propositional and strategic activities in order to provide the reading of the advertisement genre, aiming at the understanding and interpretation of these different argumentative-persuasive strategies, so that students are proficient readers. The general objective was to present a proposal with analysis of advertisements to assist teachers in the practice of developing the ability to read the advertisement genre; as specific objectives: to discuss the theoretical foundations related to Textual Linguistics, textual genres, especially the advertisement genre, and multimodal reading; to present results of reading in systemic assessments carried out by ninth grade students from the school where the research took place; to establish a reading proposal, based on analysis of advertisements, according to the anchoring theoretical assumptions. It resulted in the elaboration of a sample of advertisement reading activities. The research is grounded in the theoretical assumptions of Text Linguistics, based on Marcuschi (2012), Bentes (2001), Koch (2002, 2003); on the approach of textual genres, specifically the advertisement, according to Durandim (1997); on the reference to the elements of manifestations of verbal and visual language, with its multimodal character, according to Bezemer and Kress (2016); and on the teaching parameterization document, BNCC (Brasil, 2018). The activities will be opportunely developed in classrooms of the final years of Elementary School, and made available to Portuguese Language teachers, with the intention of offering subsidies for the development of reading proficiency of Elementary School students and, perhaps, positively influencing the results of the systemic exams they have to take.