A titulação no gênero notícia: uma proposta de análise sob a perspectiva da linguística textual

Abstract

This study investigates headline construction in the news genre from the perspective of Text Linguistics, understanding the headline as a key element in meaning-making and in the interaction between text and reader. The research assumes that headlines not only indicate the topic of the text, but also reflect the author’s intentionality, influencing the reader’s interpretation and engagement. Grounded in the concepts of referentiation as discussed by Mondada (2002), Cavalcante (2011), and Koch (2011), and supported by discursive and cognitive analysis of text processing, this study offers an in-depth reflection on titling mechanisms and their implications in both media and educational contexts The methodology adopted a qualitative approach to analyze a corpus of news articles from the newspaper Folha de S. Paulo, related to the fire that occurred at the Kiss Nightclub in January 2013. Discursive strategies were identified that reveal the influence of authorial intentionality in the formulation of headlines, demonstrating that they function as persuasive tools, creating expectations about the text’s content. The findings indicate that news headlines can shape readers’ perceptions throughout the textual progression, actively contributing to meaning construction and the argumentative positioning of the narrative’s agents. Furthermore, this study highlights the importance of addressing headline construction in reading and writing education, enabling students to develop more critical and conscious interpretive skills. Understanding the structure, functions, and effects of headlines in news texts allows for the identification of persuasive and inferential strategies that can significantly influence how information is received. In conclusion, the study argues that headline instruction should be systematically incorporated into the school environment, contributing to the formation of reflective readers who are attentive to the discursive effects of media texts. Future research may explore the didactic application of titling and its influence on the development of written argumentation.