Reportagens sobre política: uma análise interpretativa

Abstract

In this research, we aim to present a notebook of news reading activities, with suggestions for the development of critical-reflective reading and the production of new knowledge. This proposal justifies the need to develop interventional strategies to awaken in students the interest in reading and try to minimize difficulties with regard to reading proficiency. Thus, in view of the difficulties of comprehensive-reflective reading evidenced in teaching practice and in the results of systemic assessments, questions emerged that we proposed to answer through the research question: which activities can be proposed for the production of meanings, with a critical-reflective reading, by students of the final years of elementary school during the reading of the discursive genre reportage? Thus, considering that the classroom should be a space for promoting of knowledge,we venture that a proposal for reading activities of the reporting genre, through practical workshops that explore language as a social practice, in a dialogic perspective, raising reflective attitudes, avoid reading proposals superficial and are more suitable for the development of critical-reflective reading of elementary school students. Based on socio-interactive bases, the theory of genres propounded by Bakhtin (1997) constituted a basic theoretical framework for the study undertaken, in dialogue with discussions and reflections proposed by Lage (2001), Yanes (2004), Bahia (1999), regarding to the report, Brandão (2012), Maingueneau (2005; 2015), with regard to Discourse Analysis, among others, on discourse under the political bias, etc. Methodologically, our study is aligned with a qualitative-interpretive approach, through a bibliographical and documentary research, in order to gather information, concepts and positions regarding the topic under study. With the production of a pedagogical notebook aimed at Portuguese language teachers in basic education, we hope to collaborate so that educators can intervene for a greater perception and awareness of students, in order to stimulate a critical posture.