O jornal impresso como recurso de aprendizagem de leitura e escrita nas aulas de língua

• Autor(a) principal: Silva, Paulo Roberto da
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/18932
• topic: Jornal impresso; recurso pedagógico; gêneros textuais; escrita; leitura; ensino-aprendizagem; LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

This paper aims to present the newspaper as a pedagogical tool, aiming at learning reading and writing in Portuguese language classes. It was evidenced in this research that the printed newspaper, one of the most influential vehicles of social communication, with easy access, attractive language and interdisciplinary content, allows appropriating the Portuguese language in a lively and current way. This learning resource, for presenting diverse languages and genres and a multiplicity of contents that can contemplate the school curriculum, constitutes an important didactic proposal and can be worked on in an interdisciplinary way. The pedagogical proposal with the newspaper support does not intend to replace the textbook, but to support it, expanding the aspects of the present, in order to convey the school daily to the social daily. Being the journalistic language conducive to the work of teaching reading and writing, would facilitate and broaden the student's forms of expression, not only by words, but by the varied content reflected by the approach of sociocultural daily life, science, politics, economics, leisure, etc., contemplating the “world reading” of which Paulo Freire speaks. As a way to implement the didactic work proposed by the use of the newspaper in the classroom, the dissertation presents a didactic intervention with a didactic sequence strategy, proposing writing production activities based on the textual genres present in the newspaper support. The action research methodology and the theoretical framework were based on the following authors and their approaches: Joana Cavalcanti (1998) Maria Alice Faria (2009), in journalistic languages in teaching; M. Bakhtin (2011), LA Marcuschi (2008,2011) in language conceptions, Michèle Petit (2009), Irandé Antunes (2009) in reading and writing concepts, Dolz, Schneuwly and Noverraz (2004) in the elaboration of the didactic sequence, with work on textual genres.