Educomunicação em perspectiva dialógico-discursiva: leituras do jornalismo político no ensino médio
Autor(a) principal: | |
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Data de Publicação: | 2018 |
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/123456789/13775 |
Resumo: | The present Doctoral Thesis, which is based on the concept of reading as a dialogical-discursive act, with responsible and responsive understandings, considering the relationship between the Dialogical Theory of Language (Bakhtin and the Circle) and Educommunication, consists of an action research carried out in a 2nd grade public high school class, in Campina Grande - PB. The research sustains the thesis that educomunicative activities, by following a dialogical-discursive perspective, allow the formation of critical-responsive readers, readers who build, in their media readings, senses from the perception of the verboideological nature of language. In this sense, the question which guided the present research was: what was the educational impact of political journalism readings, in the context of High School, for the construction of critical-responsive readers? In order to answer such question, the objectives were organized in: General - to analyze the perception of their points of view as well as their reading constructions concerning some political journalism texts related to the 2014 Elections for the Presidency of Brazil as well as for the Government of the State of Paraíba; and Specifics - to elaborate a DialogicalDiscursive pedagogical Didactic Plan for political media readings, based on the Dialogical Theory of Language and Educommunication; to describe and to analyze the impact of such readings on the formation of the students' political consciousness, as well as their evaluations regarding their participation in the political media project: do you do?; and to identify both the challenges and advances for the teacherresearch formation concerning this educomunicative intervention. As to the methodological procedures, the action research occurred from September up to November, 2014. The participating group was composed by 16 students, and the 12 face-to-face meetings were carried out weekly, with two hours class each. As to the research results, the analysis regarding the students’ readings allowed us to describe the educommunicative intervention impact concerning reading formation. In these terms, we point out an advance in the sense that the students, in their readings, perceived points of view and, from this perception, they could build their own points of view, and, this way, develop readings that enabled the presence of valuations, dialogical relations and critical positions. Such readings, with language marks, inscribed the students in discursive interaction processes. Among such marks, we can point out some declarative verbal expressions such as "I agree", "I believe", "we can see" – and comparisons among the different media communication vehicles concerning political parties ideological bias. The (non-final) considerations indicate how productive it is to invest in teaching methodologies when based on educommunication learning ecosystems, oriented by formative needs for reading practices aimed at exercising dialogical understanding, responsibly and responsively, in different discursive communication fields, among them, that one regarding to political journalism. |
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Educomunicação em perspectiva dialógico-discursiva: leituras do jornalismo político no ensino médioTeoria dialógica da linguagemEducomunicaçãoLeitura e ensinoLeituras dialógico-discursivasSujeitos crítico-responsivosDialogical theory of languageEducommunicationReading and teachingDialogical-discursive readingsCritical-responsive subjectsCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICAThe present Doctoral Thesis, which is based on the concept of reading as a dialogical-discursive act, with responsible and responsive understandings, considering the relationship between the Dialogical Theory of Language (Bakhtin and the Circle) and Educommunication, consists of an action research carried out in a 2nd grade public high school class, in Campina Grande - PB. The research sustains the thesis that educomunicative activities, by following a dialogical-discursive perspective, allow the formation of critical-responsive readers, readers who build, in their media readings, senses from the perception of the verboideological nature of language. In this sense, the question which guided the present research was: what was the educational impact of political journalism readings, in the context of High School, for the construction of critical-responsive readers? In order to answer such question, the objectives were organized in: General - to analyze the perception of their points of view as well as their reading constructions concerning some political journalism texts related to the 2014 Elections for the Presidency of Brazil as well as for the Government of the State of Paraíba; and Specifics - to elaborate a DialogicalDiscursive pedagogical Didactic Plan for political media readings, based on the Dialogical Theory of Language and Educommunication; to describe and to analyze the impact of such readings on the formation of the students' political consciousness, as well as their evaluations regarding their participation in the political media project: do you do?; and to identify both the challenges and advances for the teacherresearch formation concerning this educomunicative intervention. As to the methodological procedures, the action research occurred from September up to November, 2014. The participating group was composed by 16 students, and the 12 face-to-face meetings were carried out weekly, with two hours class each. As to the research results, the analysis regarding the students’ readings allowed us to describe the educommunicative intervention impact concerning reading formation. In these terms, we point out an advance in the sense that the students, in their readings, perceived points of view and, from this perception, they could build their own points of view, and, this way, develop readings that enabled the presence of valuations, dialogical relations and critical positions. Such readings, with language marks, inscribed the students in discursive interaction processes. Among such marks, we can point out some declarative verbal expressions such as "I agree", "I believe", "we can see" – and comparisons among the different media communication vehicles concerning political parties ideological bias. The (non-final) considerations indicate how productive it is to invest in teaching methodologies when based on educommunication learning ecosystems, oriented by formative needs for reading practices aimed at exercising dialogical understanding, responsibly and responsively, in different discursive communication fields, among them, that one regarding to political journalism.NenhumaA presente Tese de Doutorado, amparada na concepção de leitura como um ato dialógico-discursivo de compreensões responsáveis e responsivas e partindo da relação entre a Teoria Dialógica da Linguagem (Bakhtin e o Círculo) e a Educomunicação, consiste numa pesquisa-ação realizada em uma turma de 2º ano do Ensino Médio de uma escola pública, da rede estadual de ensino, localizada na cidade de Campina Grande – PB. O trabalho defende a tese de que atividades educomunicativas, numa perspectiva dialógico-discursiva, oportunizam a formação de leitores crítico-responsivos, leitores que constroem, em suas leituras da mídia, sentidos a partir da percepção da natureza verboideológica da linguagem. A questão-problema que orientou a pesquisa foi: qual o impacto educomunicativo de leituras do jornalismo político, no contexto do Ensino Médio, à construção de leitores crítico-responsivos? Para responder a esse questionamento, seus objetivos foram organizados em: Geral – analisar a percepção dos pontos de vista e a construção deles em leituras que os alunos do Ensino Médio produziram sobre textos do jornalismo político em função da cobertura das Eleições 2014 para Presidência da República do Brasil e para o Governo do Estado da Paraíba; e Específicos – elaborar um Plano Didático Dialógico-Discursivo de leituras da mídia política baseado na Teoria Dialógica da Linguagem e na Educomunicação; descrever e analisar o impacto das leituras à formação da consciência política dos alunos, bem como as suas avaliações sobre a participação no projeto Leituras da mídia política: você faz?; e identificar os desafios e os avanços dessa intervenção educomunicativa à formação do professor-pesquisador. No que concerne ao aspecto metodológico, a pesquisa-ação desenvolvida ocorreu no período de setembro a novembro de 2014. A turma participante era composta por 16 alunos e os 12 encontros presenciais se efetivaram, de modo geral, semanalmente, com duas horas/aula cada. Em se tratando dos resultados da pesquisa, a análise das leituras dos alunos, sobretudo, possibilitou-nos descrever o impacto da intervenção educomunicativa para a formação leitora. Nesses termos, pontuamos um ganho formativo no sentido de que os alunos, em suas leituras, perceberam pontos de vistas e, a partir dessa percepção, construíram os seus, desenvolvendo leituras que possibilitaram a presença de valorações, relações dialógicas e posicionamentos críticos, leituras com marcas linguísticas que inscreveram os alunos em processos de interação discursiva – dentre essas marcas, citamos expressões verbais declarativas como “eu concordo”, “acredito que”, “podemos ver” – e leituras preenchidas por comparações entre as tendências ideológicas político-partidárias de diferentes veículos de comunicação midiática. As considerações pontuais (não finais) indicam a produtividade de se investir em metodologias de ensino pautadas na criação de ecossistemas educomunicativos de aprendizagens orientados pela necessidade formativa de práticas de leituras voltadas para o exercício dialógico de compreender, responsável e reponsivamente, os enunciados em diferentes campos da comunicação discursiva, dentre eles, o do jornalismo político.Universidade Federal da ParaíbaBrasilLinguísticaPrograma de Pós-Graduação em LinguísticaUFPBAlmeida, Maria de Fátimahttp://lattes.cnpq.br/1229756282364483Xavier, Manassés Morais2019-02-26T18:36:28Z2019-02-262019-02-26T18:36:28Z2018-08-20info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesishttps://repositorio.ufpb.br/jspui/handle/123456789/13775porAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2019-02-26T18:36:28Zoai:repositorio.ufpb.br:123456789/13775Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2019-02-26T18:36:28Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Educomunicação em perspectiva dialógico-discursiva: leituras do jornalismo político no ensino médio |
title |
Educomunicação em perspectiva dialógico-discursiva: leituras do jornalismo político no ensino médio |
spellingShingle |
Educomunicação em perspectiva dialógico-discursiva: leituras do jornalismo político no ensino médio Xavier, Manassés Morais Teoria dialógica da linguagem Educomunicação Leitura e ensino Leituras dialógico-discursivas Sujeitos crítico-responsivos Dialogical theory of language Educommunication Reading and teaching Dialogical-discursive readings Critical-responsive subjects CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
Educomunicação em perspectiva dialógico-discursiva: leituras do jornalismo político no ensino médio |
title_full |
Educomunicação em perspectiva dialógico-discursiva: leituras do jornalismo político no ensino médio |
title_fullStr |
Educomunicação em perspectiva dialógico-discursiva: leituras do jornalismo político no ensino médio |
title_full_unstemmed |
Educomunicação em perspectiva dialógico-discursiva: leituras do jornalismo político no ensino médio |
title_sort |
Educomunicação em perspectiva dialógico-discursiva: leituras do jornalismo político no ensino médio |
author |
Xavier, Manassés Morais |
author_facet |
Xavier, Manassés Morais |
author_role |
author |
dc.contributor.none.fl_str_mv |
Almeida, Maria de Fátima http://lattes.cnpq.br/1229756282364483 |
dc.contributor.author.fl_str_mv |
Xavier, Manassés Morais |
dc.subject.por.fl_str_mv |
Teoria dialógica da linguagem Educomunicação Leitura e ensino Leituras dialógico-discursivas Sujeitos crítico-responsivos Dialogical theory of language Educommunication Reading and teaching Dialogical-discursive readings Critical-responsive subjects CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
topic |
Teoria dialógica da linguagem Educomunicação Leitura e ensino Leituras dialógico-discursivas Sujeitos crítico-responsivos Dialogical theory of language Educommunication Reading and teaching Dialogical-discursive readings Critical-responsive subjects CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
The present Doctoral Thesis, which is based on the concept of reading as a dialogical-discursive act, with responsible and responsive understandings, considering the relationship between the Dialogical Theory of Language (Bakhtin and the Circle) and Educommunication, consists of an action research carried out in a 2nd grade public high school class, in Campina Grande - PB. The research sustains the thesis that educomunicative activities, by following a dialogical-discursive perspective, allow the formation of critical-responsive readers, readers who build, in their media readings, senses from the perception of the verboideological nature of language. In this sense, the question which guided the present research was: what was the educational impact of political journalism readings, in the context of High School, for the construction of critical-responsive readers? In order to answer such question, the objectives were organized in: General - to analyze the perception of their points of view as well as their reading constructions concerning some political journalism texts related to the 2014 Elections for the Presidency of Brazil as well as for the Government of the State of Paraíba; and Specifics - to elaborate a DialogicalDiscursive pedagogical Didactic Plan for political media readings, based on the Dialogical Theory of Language and Educommunication; to describe and to analyze the impact of such readings on the formation of the students' political consciousness, as well as their evaluations regarding their participation in the political media project: do you do?; and to identify both the challenges and advances for the teacherresearch formation concerning this educomunicative intervention. As to the methodological procedures, the action research occurred from September up to November, 2014. The participating group was composed by 16 students, and the 12 face-to-face meetings were carried out weekly, with two hours class each. As to the research results, the analysis regarding the students’ readings allowed us to describe the educommunicative intervention impact concerning reading formation. In these terms, we point out an advance in the sense that the students, in their readings, perceived points of view and, from this perception, they could build their own points of view, and, this way, develop readings that enabled the presence of valuations, dialogical relations and critical positions. Such readings, with language marks, inscribed the students in discursive interaction processes. Among such marks, we can point out some declarative verbal expressions such as "I agree", "I believe", "we can see" – and comparisons among the different media communication vehicles concerning political parties ideological bias. The (non-final) considerations indicate how productive it is to invest in teaching methodologies when based on educommunication learning ecosystems, oriented by formative needs for reading practices aimed at exercising dialogical understanding, responsibly and responsively, in different discursive communication fields, among them, that one regarding to political journalism. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-08-20 2019-02-26T18:36:28Z 2019-02-26 2019-02-26T18:36:28Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpb.br/jspui/handle/123456789/13775 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/13775 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Linguística Programa de Pós-Graduação em Linguística UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Linguística Programa de Pós-Graduação em Linguística UFPB |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
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Universidade Federal da Paraíba (UFPB) |
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UFPB |
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UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
repository.mail.fl_str_mv |
diretoria@ufpb.br|| diretoria@ufpb.br |
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1801842945384513536 |