Leitura crítica de textos midiáticos: do texto publicitário à formação leitora

Abstract

Numerous social and technological changes have contributed to the development of new ways of being in the contemporary society. In this context characterized by the diversity of languages, there is the imposing presence of advertising texts in the students’ daily routine. The dialogue among the various forms of language and the strong explanatory power commonly present in these texts exerts a strong influence on thinking and acting. Given this reality, this research sought to point the difficulties of students in the 9th grade of the elementary level of a public school in San Francisco, Minas Gerais, regarding the critical reading of advertisement media texts and prepare a proposal for intervention for overcoming these difficulties, aiming to improve their critical reading. The dialectical relationship between research and action is strongly present in this work, once it aims mainly the transformation of reality. Thus, this research is based on the action research assumptions (THIOLLENT, 2005). The theoretical approach of this study was anchored in the studies of Leffa (1996), Solé (2008), Koch and Elias (2012) and Koch (2013) about the reading process with a sociointeractionist vision. Also in Menegassi (1995) on the steps of the reading process, the contributions of Silva (2009), Oliveira (2006) and Cafiero (2010) on critical reading and reading improvement; the notes of Coscarelli (2005) and Zanchetta Jr. (2007) on media and media literacy; and Gonzalez (2003), on advertising texts. As for the elaboration of the educational proposal intervention we based on the studies of Thornburg (1996) on learning in the twenty-first century and the guidelines established by the National Curricular Parameters - NCP (BRAZIL, 1998) - and the Common Basic Contents - CBC (MINAS GERAIS, 2005) - on teaching advertising texts. The data analysis allowed us to conclude that the systematic study of advertising texts enabled students to overcome reading difficulties of advertising texts of the advertising domain and developed a more critical eye towards these texts. Therefore, we can affirm that the pedagogical intervention through a study that took into account not only the social structure and function but also the way media works and the interests that move the advertising creation, contributed to the development of critical reading of advertising texts. We confirm also that since the student has knowledge of the subject, the criticism that developed in relation to advertising texts extends to other texts. These results show the relevance of the study of advertising texts for the education of the individual as an active member of a mediated society.