O discurso sobre consumo e o campo jornalístico-midiático: uma proposta de leitura discursiva na escola

Abstract

This research emerged from observations regarding reading and writing practices in basic education. The project was designed with the general objective of providing a space for the development of discursive reading practices around the discourse on consumption, based on the analyzis of its meaning production. In this way, it aims to encourage students to reflect on the idea that discursive reading activities (Indursky, 2010) can create opportunities for more reflexive social practices concerning the meanings that circulate in relation to consumer practices.. The proposed theme is relevant as it considers consumer relations, highlighting how this type of discourse, present in journalistic-media texts, contributes to the consolidating of consumption practices. The distinction between consumption and consumerism was incorporated into the study through the contributions of Baumann.. The work is based on the theoretical assumptions of Discourse Analysis from a materialist perspective, initiated by Michel Pêcheux (1969) and developed in Brazil by Eni Orlandi (1983; 1988; 1999) and researchers trained by her. Throughout the project, students read, interpreted and rewrote discursive materialities such as cartoons, advertisements and magazine covers, thereby constructing a repertoire of readings that formed the discursive corpus. The analysis of the discursive corpus was developed from the perspective of description and interpretivism, reaffirming the interpretation and description of the discourse object as the core of the study (Orlandi 1999). Addressing the project’s theme, a pedagogical file was created based on the discursive corpus, including both verbal and written materials produced by the students (Indursky, 2019). The research also engaged with theorists who address the study’s theme, such as Baumann (2007, 2008), Gregolin (2007), Oliveira (2012), Mutz (2014) and Momo (2017). Through the implementation of reading and writing activities that incorporated notions of consumption and consumerism formulated collectively in this process, it was observed that interpretative spaces were created, allowing students to reflect on and discuss the topic. It was also noted that the study contributed to the development of discursive readings as well as reflections on my teaching practice and the advancement of more meaningful discursive practices.