Leitura discursiva em vlogs: uma experiência em sala de aula

• Autor(a) principal: Moratto, Rosiane Cardoso dos Santos
• Data de Publicação: 2017
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
• Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/4333
• topic: Leitura; Leitura discursiva; Vlog; Análise de discurso; Proposta didático-pedagógica; Linguística, Letras e Artes; Letras

Scientific research and didactic-pedagogical proposals continue to be developed in order to improve Reading in classrooms of Elementary School. By this consideration, there was a need to contribute to the school environment by producing and applying a work proposal with reading. For that reason, Vlogs were used. Vlogs are audiovisual texts with properties in chronicles and argumentative / opinionated sequences, published on the internet and deposited on the web, being Youtube the most popular site. In this research, the selected audiovisual productions are: Rafinha Bastos, A raiva ; Felipe Neto, Os maiores brasileiros de todos os tempos Não faz sentido! , e Leon e Nilce, Filósofa Popozuda Ep. 97 . This work contemplates the elaboration, application and analysis of a proposal of pedagogical intervention on reading in the discursive perspective. In the bibliographical scope, Leffa (1996, 1999) is presented, regarding the different perspectives of reading and Solé (1998), through the strategic pedagogical referrals of reading. It is also based on Pêcheux (2014), Brandão (1994, 2004, 2009), Orlandi (1993, 2005, 2015) and Mussalim (2001) to direct the reading proposal anchored in Discourse Analysis of the French line. It is still based on Bakhtin (1992, 2003), on the discursive theory of gender and Guimarães (2002, 2009, 2013) on the theory of Semantics of Enunciation by the discursive approach. This research was applied in a ninth grade class of regular public school teaching at a school in the Maringá region, in the interior of Paraná. The objective was to make the students (re) know the discursive genre vlog, from the digital sphere and read it by the discursive perspective, contributing, in this way, to the formation of critical, reflexive and autonomous reading. In regard to the application result, it is relevant to consider that the work elaborated provided important and relevant subsidies, through the proposed reading activities for the group involved in the research. The students presented greater reflection during the course of the exercises and demonstrated higher critical analysis which was until then little motivated.