Uma proposta de pesquisa escolar na web: práticas de leitura de textos informativos

Abstract

This research work aims to propose an educational project that assists teachers and students in the practice of school-based web research, focusing on the distinction between what is fact and what is opinion in texts from the journalistic and media fields. This project aims to provide both parties with the right to expression and citizenship, while enhancing the development of critical and active individuals in society. Observing the difficulties students face when conducting their research at school – especially using the web, which almost always involves merely copying information exactly as it is found in their sources – we recognized the need to contribute with an educational project aimed at developing reading and web research skills, addressing a current to-pic, which is Artificial Intelligence. Therefore, we propose the main question: how can teachers lead students to acquire and apply more successful research strategies in a digital environment during their school activities, enabling them to develop the ability to learn how to learn? To answer this question, we conducted a specific literature re-view on teaching reading and research, using the following theoretical foundation on the topics: school research (Bagno, 1998; Demo, 1996; Freire, 1980, 1996; Freire; Shor, 1986; Ninim, 2008; Santos, 2021); school web research (Garcia, 2021); digital literacy (Dias; Novais, 2009); reading (Cafiero; Coscarelli, 2013; Coscarelli, 2016; Cos-carelli; Novais, 2010; Rangel, 2005; Solé, 1998); discourse genres (Bakhtin, 2003; Be-zerra, 2009; Marcuschi, 2001, 2003; Rojo, 2006); literacy (Soares, 2002); multilitera-cies (Dionísio, 2014; Oldoni; Freitas, 2017; Rojo, 2012, 2013; Rojo; Barbosa, 2015); information discourse (Charaudeau, 2004, 2010; Penteado, 2012; Nicácio, 2019); opi-nion discourse (Amossy, 2018; Grácio; Mosca, 2016; Orlandi, 1999); as well as groun-ding ourselves in the BNCC (Brazil, 2018) as a guiding document for basic education. Based on these studies and our teaching experience, we developed an educational project following Sartori's (2019) conception, in which the name of the workshop, the educational objective of each one, and the skills focused on each task are presented. Our final considerations point to the urgency of preparing students to be researchers on the web, developing the ability to distinguish fact from opinion as a condition for contemporary citizenship. They also highlight the need for public policies aimed at tea-cher training, teaching research in the digital world, and a different reality where all schools have teaching conditions, with computers and other digital tools connected to the internet – a right of every school in our context of democratic struggle.