Ensino de leitura: o papel da imagem na compreensão do gênero anúncio publicitário

Abstract

This research finds that the paper elementary school students attribute to the image in reading commercials and intervenes in the process of understanding these students to contribute to broaden their skills as readers. The objective of this work is justified because it considers essential that the school give space to the texts that have mixed language, since they circulate socially and students need to read them and understand them at all times. It is necessary that the school teaches that the images are not present in the texts only to illustrate them actually are full of information and intentions that need to be understood. In many cases, it is essential that students read the image to understand what the text says globally, to understand its effects. The aim is to answer the following question: to what extent systematically oriented activities in the classroom can contribute to the student of elementary school build senses and realize effects of meaning in reading commercials that use mixed language and is constituted as a critical reader? The hypothesis we have is that with activities systematically guided by the teacher, by asking questions about the image and the text of advertisements, students can broaden their global understanding of the texts and understand the effects deriving therefrom, and thus can be more autonomous and critical readers. Data collection is done in a public school in the city of Belo Horizonte. The corpus of the research consists of questionnaire, diagnostic test about reading advertisements read without the mediation of the teacher and read verification test commercials read after reading mediated similar texts by the teacher. Mediation uses scripts to read images in advertisements proposed by Santaella (2012) as: a) the point of view of visual qualities, the indices and cultural conventions; b) communication strategies of advertising language: suggestion, persuasion and seduction. Refers also to the reading strategies to Durantes before and after the reading, proposed by Solé (1998). comparative analysis capabilities driven by the students before and after the teacher mediation are made. The analyzes are made considering the language as interaction, reading as a social and cognitive process and the intervention / mediation as the use of strategies that mobilize not driven capabilities by students. Takes with theoretical authors as Bakhtin ([1952/1953] 2003), Cafiero (2005, 2010), Kleiman (2004, 2013), Lara (2010), Santaella (2007, 2012), Solé (1998), Vygotsky (1991 [1984] 2007), among others. The results show that students learn when there is school when there is mediation. The commercials read verification tests show that students mobilize more capabilities readers when they read texts like after the teacher mediation. It also shows is that mediation activities that use image reading script collaborate to the global understanding of advertising, making the most proficient readers students.