Letramento jornalístico: a notícia na formação do aluno-cidadão crítico

Abstract

Research carried out with the purpose of answering the effects of the development of reading activities of the genre news for the literacy, in the journalistic sphere, of students of the 7th year of Ensino Fundamental II of the Tiburtino Pena State School, in the city of Francisco Sá, in Minas Gerais. The starting point was the hypothesis that a theoretical and methodologically based intervention, which provides students with knowledge of the concepts, objectives and informative character of updated news, generates greater interest and better effects on the actions of reading this genre and the consequent journalistic literacy. Its general objective is to contribute to the formation of students-readers of news able to position themselves critically before the facts reported, from reading practices that have journalistic literacy as the guiding axis. It is an investigation justified by the interest of providing the development of critical positions, through the reading of updated news, published in print support or in a digital environment, in order to meet the proposed in the National Common Curriculum Base and motivated by the unproductive experiences as a teacher of Língua Portuguesa in basic education. Its theoretical support is the understanding of reading from the sociointeractive point of view from the perspective proposed by Koch and Elias (2010) and Solé (1998); on critical reading and literacy in the perspectives of Freire (1997), Silva (1985), Kuenzer (2002), Rojo (2009) and Soares (2017), Bakhtin (1997), Charaudeau (2015), Marcuschi (2008), as well as the postulations of Solé (1998), Temer (2007), among others. The method was the action research since there was intervention and the methodology for both data collection and data analysis was qualitative. The results indicate that a theoretically reasoned and planned intervention is capable of arousing greater interest and changing the reality of the reading of students from the final years of Fundamental Education, especially if the reading of news is supported, leading them to seek information from the society where they live and providing maturity as consistently opinionated and critical citizen.