O gênero publicidade e a intergenericidade: práticas docentes e estratégias de ensino-aprendizagem de leitura na educação de jovens e adultos

Abstract

This study presents and evaluates a teaching experience of reading that was developed with students from two groups of EJA (Educação de Jovens e Adultos) from a municipal school of Juiz de Fora - MG, in Portuguese Language classes, from August 2011 to June 2012. Aiming at finding suitable strategies to improve the reading ability of these students and, at the same time, making lessons more dynamic and participatory, we selected printed advertising materials that had intergenericity as the main means of selling or releasing a product, that is, ads that refer to other genres of speech of the same or other domains. The theoretical framework used had contributions from different currents at text and speech areas of study, such as the Discourse Analysis (CHARAUDEAU, 1983, 1984, 2004; MAINGUENEAU, 1997, 1998, 2001, 2008) and Text Linguistics (MARCUSCHI, 2002; KOCH, 2003), besides implicating authors who work specifically with the issue of "dialogue between genres of discourse" (LARA, 2007, 2009, 2010; CHAVES, 2010). In the exploration of the selected ads, we also found it relevant to reflect on the ideology that underlies them, in order to help students fully understand the implicit, subliminal manipulation made by advertising to sell a product. Regarding methodology, this is an action research, since the educational action to be developed seeks the intervention in reading practices in school. The survey results show that transgressed advertisements may indeed be efficient tools for teaching and learning for students of EJA, not only because they provide access to different genres of speech, avoiding normative bias whereby they are generally learned at school, but also because they help make these students, who were previously excluded from the regular educational process, more proficient readers and more aware of their social integration.