A notícia como proposta mediadora para o ensino da leitura e da escrita na era digital

Abstract

The growing cultural transformations provided by the advance of the Communication and Information Technologies also have brought changes to the reading and writing social practices. Social networking applications have provided a new way of writing, characterized by the fast and loose writing of orthographic rules, coupled with visual, oral, and many other possible ways. However, there is a need to reflect about the possi-ble influence of this type of language in the production process of discursive genres that require formal writing. It is necessary, therefore, to find methodologies which aid such work with the languages in the classroom. Based on these assumptions, the present re-search has its origin in the following question: How can the Portuguese language teach-er contribute to the learners´ multiliteracies in the digital era, making them understand the context of production, the structural and linguistic characteristics of the formal genre news report according to the different production support? To answer this issue, this study was conducted through a qualitative approach of an applied nature, namely as action research, with the objective of investigating and reflecting on the appropriate uses of languages in print and digital media, by means of a pedagogical proposal involv-ing the „news report‟ genre within the multiliteracies perspective in the elementary school level. As instruments for collecting information, was opted for participant obser-vation and questionnaires application as to obtain data necessary for the elaboration and application of a pedagogical proposal for the production teaching of the discursive and multimodal genre news report, in a real context of writing, in a 9th grade of the Elemen-tary School of a State Public School in João Pessoa-PB. As a theoretical basis, this work was based on Fischer (2009) and Higounet (2003) studies, about the evolution of writ-ing; on Barton e Lee (2015) and Aranha (2007) about writing in on-line communication; on Tfouni (1988), Kleiman (1998, 2005), Soares (2009) and Rojo (2005, 2012, 2013) about literacies; on Arcoverde (2007), Souza (2007), Dudeney, Hockly and Pregum (2016), about digital literacies; on Bakhtin (2003 [1975]), Rodrigues (2005), Marcuschi (2005a, 2005b, 2008) about discursive genres; on Dionísio (2006), Ribeiro (2016), Zacharias (2016) about multimodality, and on Sodré (1999), Lage (2012), Mendes (2008), Lustosa (2000) and Alves filho (2011), about the „news report‟ genre. After concluding the research, it was verified that the pedagogical proposal developed in the field significantly contributed to the amplification of the students' literacies, making them reflect upon the appropriate uses of the languages, considering the respective con-texts of production of the discursive genres, besides instigating the pleasure for reading the news report genre, considered essential for the participation and interaction in con-temporary social relations. To share the obtained experience and results, in this re-search, with other professionals of basic education and scholars of the area, a teaching module was elaborated with orientations so that they could develop the referred peda-gogical proposal, as presented in the module or, in a similar way, adapting it to their teaching reality.