A nota jornalística no ensino de língua portuguesa: propostas práticas e aplicações

Abstract

This dissertation proposes both a theoretical and a didactic approach to the speech genre newspaper note, taking into account the dialogical relations based on argumentativity. Initially, by adopting an interactional and dialogical perspective on language, it is intended to make a descriptive-interpretative approach of such genre, based, above all, on the teachings of the Bakhtin Circle. To this end, a corpus of approximately 2745 notes extracted from the column of Ancelmo Gois (Brazilian newspaper O Globo) is focused. Also, the socio-historical and ideological aspects, the interactive dynamics, the structuring elements and the argumentative vocation of the newspaper notes are explored. At this point, an interdisciplinary approach is promoted, so as to bring the contributions of the larger area of Social Communication to better understand how the journalistic sphere functions and, consequentially, the genres within such sphere. In addition, it is intended to promote a productive dialogue between the Circle s postulates and theorists of argumentation such as Perelman and Olbrechts-Tyteca (2005), in order to understand how argumentativity is manifested in the genre under study. Regarding the didactic exploration of the newspaper notes, the second part of this study proposes, according to the Geneva Group (DOLZ, SCHNEUWLY, 2004), a didactic sequence that contributes in particular to the improvement of reading and writing skills needed to master the genre. This sequence was carried out with our students at the Federal Center of Technological Education Celso Suckow da Fonseca (Cefet-RJ/campus Valença), who participated over the year of 2017 in the Extension project entitled Cefet em Folha, whose proposal consisted of creating an online newspaper called Deu na Telha. In this part of the dissertation, following the interpretative paradigm (BORTONI-RICARDO, 2008), we briefly report an experience with our students, who wrote newspaper notes during the Extension project. The research presented here points to a genre that, despite receiving little attention from language scholars, can be understood not only as a fertile space for the study of dialogical relations of argumentative basis, serving to the persuasion of the audience too often, but also as a didactic tool that can effectively contribute to the improvement of skills and competences related to students' argumentative knowledge