Compreensão textual do gênero reportagem no contexto digital

Abstract

In the teaching of Portuguese Language, greater challenges are faced as teaching practices progress towards developing textual comprehension skills in online communication. From this perspective, an action research was conducted to present, discuss, and explore reading teaching strategies aimed at 6th-grade students in elementary school. This research aimed to analyze the process of understanding the discursive genre of digital newspaper reports in written form during Portuguese language classes. For this purpose, as a methodological instrument, a model adapted from the didactic itinerary of Dolz, Lima, and Zani (2020) was developed to support the process of textual comprehension in the digital context in the classroom. Therefore, it addressed discursive genres with Bakhtin (2003, 2016), and this study was also based on writings on reading and comprehension by Marcuschi (2001, 2008, 2010, 2011), Koch (2007, 2022), and Rojo (2009, 2015, 2017), as well as discussing digital discursive genres based on the assumptions of Xavier (2002 and 2005), Marcuschi (2005), Coscarelli (2012), Rojo, and Barbosa (2015). To assist in teaching-learning reading, discussions were held on the theory and practice of textual comprehension strategies with reference to the approaches of Dionísio, Machado, and Bezerra (2010), Gomes (2010), Kleiman (2022), and Dolz, Lima, and Zani (2020) on the didactic itinerary. After analyzing the intervention action data, it was found that the textual comprehension of the digital report is influenced by its hypertextual format. Therefore, with the appropriation of this discursive genre, through reading strategies suitable for discursive movements in the online environment, a practice of textual comprehension is projected that provides 6th-grade students with mastery of new reading skills in the digital context.