O estilo nos gêneros discursivos crônica e reportagem: uma proposta para o ensino da leitura à luz da análise dialógica do discurso

• Autor(a) principal: Nascimento, Terezinha de Jesus Gomes do
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/21378
• topic: Análise dialógica do discurso; Gêneros discursivos; Estilo; Ensino; Leitura; Dialogical analysis of discourse; Discursive genres; Style; Teaching; Reading; Análisis dialógico del discurso; Géneros discursivos; Enseñanza; Lectura; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA

This research is inserted within the challenge of contributing towards the quality of the teaching of mother-tongue reading in Brazilian public school Basic Education. This thesis is anchored in the Dialogical Analysis of Discourse, put forward by Bakhtin, and a Circle of scholars who share such common ideas as the study of style ruled by sociological stylistics (BAKHTIN, 2015) in which form and content constitute a socially established whole. In defending the dialogical-discursive teaching of reading with an emphasis on style, our study aim grounds itself on the analysis of style of the literary chronicle and news-report genres, corroborating in the question that guided us in our research considering the types of discourse and the emotive-volitional tone in Bakhtin. In reply, we offer as a general objective to develop a proposal of dialogical- discursive of style approach for the teaching of the chronicle and news-report in secondary education. The carrying out of this proposal in the initial and in-service training of teachers at secondary level within the Basic Education seeks to promote the study of the style of the utterance in the light of dialogism. As regards the methodological aspect, the documentary and purposeful research, with and inductive approach, took place in April and September of 2020, selecting two literary chronicles and two news-reports from online sites, blogs, and newspapers, making up the corpus of the research. These choice focused on the complexity of these genres, buried in the curriculum and in the textbooks of Portuguese language at secondary level. Apart from this, the chronicles and the news-reports provide our analysis corpus reflect and refract experiences from the world of life in distinct socio-historical moments, providing evidence of fluctuations in the discursive genres. The results have revealed the dialogical relations that hold between author, text, and presumed reader, situated socio- historically, as well as the evaluative inflections of the author over the utterance. These considerations made it possible for us to delineate a proposal for the teaching of reading at the three levels of secondary education, showing the mutual constitution between the utterance and life. Starting with a conversational debate to activate the prior knowledge of the students, we propose two routes for reading: the first leads the reader to interact with the text, recuperating the dialogical relations established in the process of production, and the second proposes a dialogue between texts of each genre, with the aim of promoting the clash of voices. The closing considerations point towards the contributions of stylistic-dialogical paths for the teaching of reading and for the shaping of the reader.