Reading with magnifying glass: frame semantics and the formation of the critical reader
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Signo (Santa Cruz do Sul. Online) |
Texto Completo: | https://online.unisc.br/seer/index.php/signo/article/view/17820 |
Resumo: | The formation of critical readers is a process that has been gaining prominence in the context of the teaching-learning process in schools, especially when facing the new challenges inherent to new digital media. The appropriation of reading mobilizes several cognitive actions, in the sense of consciously reflecting on what is in between the lines, the relationships and the more or less implicit meanings. In this process of training educating critical readers in times of the emergence of (dis)information technologies, this study aims to answer the following question: how can frame semantics contribute to form critical readers? In this article, we seek to analyze how the discursive-argumentative alignment occurs so that a community institution of higher education in Rio Grande do Sul consolidates and strengthens a socially constructed identity. In order to so, news related to the practice of extension practice published by this educational institution on its internet page was analyzed in order to exemplify the argumentative composition of this text, to observe how the lexical choices lead to meanings that are intended in the text, in order to guide the discursive units that influence the reading comprehension. This type of analysis, a kind of reading with a magnifying glass, emerges as a strategy to take a detailed look, giving rise to a critical reading of the texts, making it possible to catch what is said and what is unsaid in the discursive alignment. |
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Signo (Santa Cruz do Sul. Online) |
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Reading with magnifying glass: frame semantics and the formation of the critical readerLeitura com lupa: a semântica de frames e a formação do leitor críticoInstitutional journalism Frame semanticsCritical readingJornalismo institucionalSemântica de framesLeitura críticaThe formation of critical readers is a process that has been gaining prominence in the context of the teaching-learning process in schools, especially when facing the new challenges inherent to new digital media. The appropriation of reading mobilizes several cognitive actions, in the sense of consciously reflecting on what is in between the lines, the relationships and the more or less implicit meanings. In this process of training educating critical readers in times of the emergence of (dis)information technologies, this study aims to answer the following question: how can frame semantics contribute to form critical readers? In this article, we seek to analyze how the discursive-argumentative alignment occurs so that a community institution of higher education in Rio Grande do Sul consolidates and strengthens a socially constructed identity. In order to so, news related to the practice of extension practice published by this educational institution on its internet page was analyzed in order to exemplify the argumentative composition of this text, to observe how the lexical choices lead to meanings that are intended in the text, in order to guide the discursive units that influence the reading comprehension. This type of analysis, a kind of reading with a magnifying glass, emerges as a strategy to take a detailed look, giving rise to a critical reading of the texts, making it possible to catch what is said and what is unsaid in the discursive alignment.A formação de leitores críticos é um processo que vem ganhando destaque no âmbito do processo ensino-aprendizagem nas escolas, especialmente diante dos novos desafios inerentes ao advento das novas mídias digitais. Decorre que a apropriação da leitura mobiliza diversas ações cognitivas, exigindo um olhar minucioso, no sentido de refletir conscientemente sobre o que está nas entrelinhas, as relações e os sentidos mais ou menos implícitos. Nesse processo de formação de leitores críticos em tempos da emergência das tecnologias da (des)informação, o presente estudo tem como proposta responder ao seguinte questionamento: de que forma o aporte da semântica de frames pode contribuir para formar leitores críticos? Neste artigo, busca-se analisar como ocorre o alinhamento discursivo-argumentativo para que uma instituição comunitária de ensino superior do Rio Grande do Sul consolide e fortaleça uma identidade socialmente construída. Para tanto, foi analisada uma notícia relacionada à prática de extensão veiculada por essa instituição de ensino em seu portal na internet, a fim de ilustrar a composição argumentativa desse texto para observar como as escolhas lexicais direcionam o olhar para os sentidos pretendidos no texto, a fim de orientar as unidades discursivas que influenciam a compreensão leitora. Esse tipo de análise, uma espécie de leitura com lupa, desponta como uma estratégia para lançar um olhar minucioso, ensejando uma leitura crítica dos textos, tornando possível decifrar o dito e não dito no alinhamento discursivo.Edunisc2022-12-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://online.unisc.br/seer/index.php/signo/article/view/1782010.17058/signo.v47i90.17820Signo; v. 47 n. 90 (2022): A formação do leitor crítico em tempos da emergência das tecnologias de (des)informação; 14-251982-2014reponame:Signo (Santa Cruz do Sul. Online)instname:Universidade de Santa Cruz do Sul (UNISC)instacron:UNISCporhttps://online.unisc.br/seer/index.php/signo/article/view/17820/10763Copyright (c) 2022 Signoinfo:eu-repo/semantics/openAccessdos Santos, JosemarGabriel, RosângelaAver Vanin, Aline2022-12-29T17:15:23Zoai:ojs.online.unisc.br:article/17820Revistahttp://online.unisc.br/seer/index.php/signohttp://online.unisc.br/seer/index.php/signo/oairgabriel@unisc.br||revistasigno.unisc@gmail.com1982-20140101-1812opendoar:2022-12-29T17:15:23Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC)false |
dc.title.none.fl_str_mv |
Reading with magnifying glass: frame semantics and the formation of the critical reader Leitura com lupa: a semântica de frames e a formação do leitor crítico |
title |
Reading with magnifying glass: frame semantics and the formation of the critical reader |
spellingShingle |
Reading with magnifying glass: frame semantics and the formation of the critical reader dos Santos, Josemar Institutional journalism Frame semantics Critical reading Jornalismo institucional Semântica de frames Leitura crítica |
title_short |
Reading with magnifying glass: frame semantics and the formation of the critical reader |
title_full |
Reading with magnifying glass: frame semantics and the formation of the critical reader |
title_fullStr |
Reading with magnifying glass: frame semantics and the formation of the critical reader |
title_full_unstemmed |
Reading with magnifying glass: frame semantics and the formation of the critical reader |
title_sort |
Reading with magnifying glass: frame semantics and the formation of the critical reader |
author |
dos Santos, Josemar |
author_facet |
dos Santos, Josemar Gabriel, Rosângela Aver Vanin, Aline |
author_role |
author |
author2 |
Gabriel, Rosângela Aver Vanin, Aline |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
dos Santos, Josemar Gabriel, Rosângela Aver Vanin, Aline |
dc.subject.por.fl_str_mv |
Institutional journalism Frame semantics Critical reading Jornalismo institucional Semântica de frames Leitura crítica |
topic |
Institutional journalism Frame semantics Critical reading Jornalismo institucional Semântica de frames Leitura crítica |
description |
The formation of critical readers is a process that has been gaining prominence in the context of the teaching-learning process in schools, especially when facing the new challenges inherent to new digital media. The appropriation of reading mobilizes several cognitive actions, in the sense of consciously reflecting on what is in between the lines, the relationships and the more or less implicit meanings. In this process of training educating critical readers in times of the emergence of (dis)information technologies, this study aims to answer the following question: how can frame semantics contribute to form critical readers? In this article, we seek to analyze how the discursive-argumentative alignment occurs so that a community institution of higher education in Rio Grande do Sul consolidates and strengthens a socially constructed identity. In order to so, news related to the practice of extension practice published by this educational institution on its internet page was analyzed in order to exemplify the argumentative composition of this text, to observe how the lexical choices lead to meanings that are intended in the text, in order to guide the discursive units that influence the reading comprehension. This type of analysis, a kind of reading with a magnifying glass, emerges as a strategy to take a detailed look, giving rise to a critical reading of the texts, making it possible to catch what is said and what is unsaid in the discursive alignment. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-29 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://online.unisc.br/seer/index.php/signo/article/view/17820 10.17058/signo.v47i90.17820 |
url |
https://online.unisc.br/seer/index.php/signo/article/view/17820 |
identifier_str_mv |
10.17058/signo.v47i90.17820 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://online.unisc.br/seer/index.php/signo/article/view/17820/10763 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Signo info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Signo |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Edunisc |
publisher.none.fl_str_mv |
Edunisc |
dc.source.none.fl_str_mv |
Signo; v. 47 n. 90 (2022): A formação do leitor crítico em tempos da emergência das tecnologias de (des)informação; 14-25 1982-2014 reponame:Signo (Santa Cruz do Sul. Online) instname:Universidade de Santa Cruz do Sul (UNISC) instacron:UNISC |
instname_str |
Universidade de Santa Cruz do Sul (UNISC) |
instacron_str |
UNISC |
institution |
UNISC |
reponame_str |
Signo (Santa Cruz do Sul. Online) |
collection |
Signo (Santa Cruz do Sul. Online) |
repository.name.fl_str_mv |
Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC) |
repository.mail.fl_str_mv |
rgabriel@unisc.br||revistasigno.unisc@gmail.com |
_version_ |
1800218792753627137 |