Gênero entrevista radiofônica: uma proposta de multiletramentos para o nono ano do ensino fundamental

Abstract

More and more we are immersed in a technological word and new maners to education are necessary in order to schools contribute with the multiliteracies requested by contemporaneity. In this sense, among the many possibilities to Educational Renewal is the School Radio. Based on this assumption, we defined as the central objective of this research the construction of a multiliteracies proposal that is focused in the teaching of the genre radiophonic interview. Therefore, this study was performed in a public school of Federal District, involving students from the ninth grade of elementary school, in relation to an action research (THIOLLENT, 1996) with qualitative methodology. We developed our teaching proposal through the contact with multiliteracies pedagogy (ROJO, 2012), with the socio-discursive approach (BAKHTIN, 1997), with theoretical and practical orientations of literature of Journalism (FERRARETTO, 2014; LAGE, 2009; PRADO, 1989; among others) and with studies in the area of linguistics that involve the genre of Radiophonic Interview (ARAÚJO, 2013; FARNEDA, 2007). With the research application we developed a School Radio and we chose the name of Interaction, democratically, with the help of the community scholar. Furthermore, through the creation of an interview program students could step in problems such as depression, intolerance, some eating disorders and compulsive consumption, insering these themes in evidence at school. With the analysis we could observe that we have achieved our goals because we have elaborated and developed actions that looked for respect the multiculturality of the community scholar and provided to the students work with variety of languages that were present in texts when they have developed the interview genre for a radio program of educational institution. We observed that the majority of trainees presented an active and conscious participation, looked for solutions for the challenges that they were involved, freely chose the area of interest and intervention and commit with actions of radio school project. With the comparative analysis of the initial and final students interview we observed they improved significantly in relation to aspects suggested in literature of Journalism to realize a radiophonic interview. With respect to analysis of the external aspects of submitted activities we observed that lack of commitment and of attendance were unfavorable; in contrast assiduity, initiative and involvement of majority of participants were favorable. Finally, in relation to principles for guiding a multiliteracies pedagogy we understand that the actions realized have provide the development by the students as functional users, meaning creators, critical analysts and transforming agents.