Leitura de reportagens de divulgação científica a partir das capacidades de linguagem: uma proposta de ensino sociointeracionista

Abstract

In recent decades, works and research on reading in Brazilian education reveal that this phenomenon has undergone important transformations. In a large scale, it is noted that the conceptions of reading are intrinsically related to the concepts of language, text and construction of meanings of each period. Initially understood as a school practice aimed at the decoding of signs, especially linguistic, with the passage of time, reading claimed for itself processes and strategies of a cognitive, social and discursive nature, demanding more responsive and critical reflections on the part of the reader in processing of varied texts and in the interactional construction of meanings. Even with these advances and with the accentuated growth of new technologies, there are still gaps in the teaching-learning process of reading practices in the school sphere, especially when thinking about its teaching from the multiple textual genres that circulate socially. Based on these assumptions, the present study has as its central objective to present the results of a teaching proposal conceived in the form of a didactic sequence (SD) for working with the language skills of scientific dissemination reports from the magazine Superinteressante.In other words, the research sought to develop an applied methodology for reading this genre, taking into account its social, discursive and linguistic aspects, in an attempt to contribute to the teaching of the mother tongue today. For this, the reading of scientific dissemination reports was designed based on the language skills (action, discursive and linguistic-discursive) that the subject reader needs to mobilize for the exploration, understanding and critical appreciation of copies of this genre in the media sphere. From a methodological point of view, it is a qualitative research, with an interpretive nature in relation to the corpus of analysis and propositional character for the classroom, with emphasis on the final years of elementary school. To achieve the outlined objectives, the work was based both on the theoretical assumptions of Sociodiscursive Interactionism, such as those presented by Bronckart (2008, 2009), Schneuwly & Dolz (2004), Machado (2002), Machado and Cristovão (2009), as well as also in theories of reading and multimodality, with emphasis on the works of Coscarelli (1993, 1995, 2002), Marcuschi (2008), Orlandi (1988, 2012), Coracini (1995), Kleiman (1998, 2007), Street (2014) and Kress and Van Leeuwen (2006). The results of the research indicate that the structuring of the didactic sequence directed to the reading of reports, in digital format, is a tool capable of impacting the teaching of this phenomenon at school, given that such didactic engineering, when contemplating the social and compositional dimensions, linguistic and multisemiotics of the genre in question, makes it possible to think about the gradual planning of activities aimed at their domain by the students, thus leading them to critically understand the multiple strategies used by digital media to report facts and curiosities of the scientific and social universe.