Leitura crítica do gênero notícia online: uma proposição didática para o 9° ano do Ensino Fundamental

Abstract

The traditional methods of teaching the Portuguese Language (PL) in schools, based only on the grammatical perspective, have been proving to be insufficient in relation to the development of reading and textual production, ethical education, intellectual development, and students’ critical thinking. This is the result of intense technological and communicational transformations that have happened in recent years, which require new skills from students to deal with these recent social relationships. Thus, schools should direct PL teaching methodologies that are closer to these everyday practices and not just in relation to the structural aspects of the language. Faced with these technological transformations, new discursive genres appear in new media, which is the case of the online piece of news genre, the focus of this study. Based on these assumptions, the following question arises: What pedagogical paths can be followed to work with the online piece of news genre and its hypertextual and multisemiotic elements capable of developing students able to meet the new communication practices? Hence, the objective of the research is to highlight the relevance of online piece of news genre in teaching by presenting a didactic proposal as a pedagogical resource that may foster the learning process of reading and meaning making of students in secondary education. The development of this research was based on authors who discuss reading practices, multiliteracies, hypertextuality, and discursive genres. It is worth mentioning the studies by Rojo and Barbosa (2015) on speech genres from the Bakhtinian perspective and multiliteracies; Bakhtin (2003) on discursive genres; by Coscarelli (2005) on digital literacy and pedagogical possibilities; by Marcuschi (1999) and Ramal (2002) on the characteristics of hypertext; by Xavier (2009) on reading conceptions; and the National Common Curricular Base (BRASIL, 2017), since it points to the need to work with digital genres in the classroom due to transformations in the social context. Therefore, it is necessary to take into account aspects pointed out in these writings to adapt pedagogical practices so that students become individuals capable of meeting the communicative needs in this new social context.