Gêneros jornalísticos e letramentos midiáticos nas séries iniciais : uma experiência em uma escola pública de Aracaju/SE

Abstract

This dissertation research aimed to understand the relevance of news genre as a teaching resource in the media literacy of elementary school students from a public school in Aracaju/SE. We considered that journalism text genres play a relevant role in the reading and writing process and thus should be used as a teaching resource. We sought to verify how journalism genres are used and how they are found in the school routine, so that they can contribute to literacy and multiliteracy processes, which undoubtedly promote the communication act. The methodology chosen was a qualitative action-research field study, which included questionnaires applied to the students and interviews with teachers. These tools aimed to collect a sample of the participants’ knowledge, attitudes, and behaviors, that is, to obtain the research design. In addition, workshops were carried out, by developing activities with the use of printed newspapers, magazines, and digital platforms, to promote a relation between theory and practice and consequent rapport between researcher and participants. The data collected was interpreted based on the theoretical background, with triangulation of the data obtained from the questionnaires, interviews, and the analytical field diary of the workshops held throughout the study. This research shall contribute to new understandings of the teaching-learning process, more specifically, the journalism genre. This genre constitutes a media resource that enables the dissemination of knowledge allowing the analysis of endless social practice situations able to insert the individuals in society from a more critical, reflexive, and participant education. Moreover, it promotes the work with different types of language, that is, multiliteracy.