Ensino de lingua portuguesa por meio do gênero propaganda: contribuições para o desenvolvimento da competência argumentativa e do letramento crítico

Abstract

ABSTRACT This dissertation is the result of a research project whose general objective is to investigate the possible contributions of developing for teaching Portuguese language through the discursive genre propaganda, for the development of the ability to argue in 9th grade students, to foster youth protagonism and engagement in the discussion of social problems and in proposing actions to tackle these problems centered on the elaboration and application of a reading and writing proposal, with an emphasis on the discursive genre propaganda, for the development of students' abilities to argue and produce advertisements. The specific objectives of the study are: a) to investigate whether and how the development of the mentioned proposal can contribute to students become aware of how, why and according to whose interests of the propaganda genre can function; b) to make explicit the linguistic-discursive marks characteristic of the propaganda genre and the effects of meaning produced by them; c) to identify the different argumentative strategies used in advertisements; d) to examinate whether, in the production of advertisements, the students use different argumentative strategies to defend an idea and persuade their interlocutor, in order to influence them to act in a certain way, whether they consider the specificities of the genre, design, redesign and criticism; e) to elaborate and make available on a website a supplementary notebook with the proposal presented, in order to subsidize the work of other teachers with the reading and writing through the discursive genre propaganda. To achieve the proposed objectives, this research is based on studies of Critical Literacy (Janks, 2010, 2011; Menezes de Souza, 2011; Jordão, 2013; Monte-Mór, 2011; Lopes; Andreotti; Menezes de Souza, 2006); in studies on argumentation (Abreu, 1999, 2006), on genres (Bakhtin, 2011) and on the propaganda genre (Pinho, 1990; Sandman, 2007; Dionísio, 2011). We also considered what is proposed in the National Curriculum Parameters - PCN (Brazil, 1998) and the National Common Curriculum Base - BNCC (Brazil, 2018). The research follows the assumptions of the qualitative approach and is configured as action research (Prodonov; Freitas, 2013; Thiollent, 1988). Questionnaires, recordings, a field diary, and the production of texts from the discursive genre in question were used to generate and collect data. The results of the development of this proposal, applied to a 9th grade class in a public school in the city of Rio Verde, Goiás, reveal that teaching focused on the social practices in which students participate, which recognizes and values their prior knowledge, the various forms of language and persuasion, and understands working with texts as a process of constructing meaning, can enrich the teaching of reading and writing, promoting more meaningful learning for the students, providing them with greater engagement, the development of critical skills and an understanding of written communication and its relationship with society. In addition, the didactic strategy presented in this dissertation, through the reading and writing practices developed, applied, and evaluated, contributes to improving students' discursive competence, fostering their protagonism and argumentative skills. This shows the potential of critical literacy practices in training autonomous readers and writers, and in promoting greater interaction between the school and the community.