Uma proposta pedagógica de leitura e análise linguística com cartas do leitor

Abstract

Current professional master's research develops a pedagogical proposal for reading and linguistic analysis with the discursive genre Reader's Letter for the 9th grade of the Elementary school. Reader's Letter is a discursive genre for the teaching of language practices. The journalistic genre is justified by its contemporary approach to the contents, its accessibility to its sphere of circulation and to language. Since it provides the interaction between the reader and editor or between the reader and reader, it enhances debates on different opinions and the developing of arguments. It partakes of the list of genres that may be placed for the writing test by state universities and by Program of Serial Evaluation (PAS). The theory of genres advocated by Bakhtin (2003) foregrounds the proposed didactic development outlined here. A historical outline of the discipline Portuguese Language and derived conceptions of reading and linguistic analysis is given. Basic concepts, such as concrete enunciation and dialogism, are posited for the understanding of discursive genres according to Bakhtin. The theoretical foregrounding that characterizes the discursive genre Reader's Letter may be found in Alves Filho (2011), Bezerra (2010) and Cecilio & Ritter (2008, 2009, 2010). Since current research is linked to issues of pedagogical practice, it also belongs to Applied Linguistics foregrounded on Moita Lopes (1996, 2006) as one of its definer. The concept of research-action was adopted for the development of current research, based Thiollent (1986). The notion of Didactic Development (PETITJEAN, 2008; HALTE, 2008) subsidizes the pedagogical segment of the research. Methodology comprises the characterization of the context of professional practice, the analysis of approach in Reader's Letter in one chapter of the didactic collection adopted in the school where the researcher-teacher exercises her teaching activities. The pedagogical approach with the teaching of the Reader's Letter to the teaching of reading practices and linguistic analysis is based on Rodrigues (2009) and Hila (2009). Survey results are favorable to the conceptual and methodological appropriation of the genre under analysis. In fact, the pedagogical proposal has been characterized with certain advances in the appropriation due to the fact that the Reader's Letter was prepared in its concrete conditions of production.