O anúncio publicitário e a representação da figura feminina: uma proposta linguístico-discursiva para alunos do 9ª ano do ensino fundamental

Abstract

The act of reading plays an essential role in today's society, making it possible to unravel both society itself and human interactions. Through its teaching, subjects reflect on discourses and acquire the language skills needed to communicate effectively, exercise full citizenship and interact meaningfully with other people. However, Portuguese language teachers in the final years of elementary school have often discussed the reading perception and literacy level of students in this segment of basic education, expressing poor reading, comprehension and text production skills, which compromises their critical linguistic emancipation and their development as subjects who change the environment in which they live. In this context, the general objective of this research is to propose a didactic sequence based on the analysis of advertisements, with the aim of improving students' appreciation of discourse and their critical sense of the representation of the female figure. We chose to approach the discursive genre of advertisement, considering that its multisemiosis can contribute to students' reading skills, improving their critical awareness, as well as other linguistic skills, such as oral and written argumentation. In addition, we see its relevance to understanding the discourses that circulate in society, making the individual/reader able to solve problems encountered in the communication situations in which they interact. This work has a qualitative, descriptive and propositional methodology, using an action-research procedure with an interventional purpose, based on the assumptions of Critical Discourse Analysis, based on the notes of Fairclough (2003, 2012, 2016), Resende and Vieira (2016), Resende and Ramalho (2022), Orlandi (2001, 2012, 2015), and also on the approach to genres and multimodality proposed by Bakhtin (2003, 2004), Marcuschi (2008, 2020) and Rojo and Moura (2012). These theoretical references were chosen because they are concerned with the linguistic, discursive and social aspects of language. We also used as theoretical input the contributions of some scholars, such as Monnerat (2003), Sandmann (2020), Maingueneau (2018), among others, as well as the contributions of official documents, such as the National Curriculum Parameters - PCN (BRASIL, 1998) and the National Common Curriculum Base - BNCC (BRASIL, 2018). It is hoped that the problematization of discursive practices in this research will enable a fruitful discussion to unveil ideological discourses that mask power relations, enabling students to question or accept the ideologies present in these discourses, as well as contributing to the development of a more critical conscience.