Jornal eletrônico: notícias em foco como estímulo à leitura e à escrita para alunos do 6º ano do Ensino Fundamental

Abstract

This research, linked to the Professional Master’s Program in Letters (ProfLetras/UFS), proposes a pedagogical intervention focused on teaching Portuguese, emphasizing the development of reading comprehension and writing skills. It uses the electronic newspaper and the news genre as teaching resources, integrating information and communication technologies into the school environment, with the aim of promoting greater interactivity and autonomy among students in the comprehension and production of texts, seeking to identify and overcome the most common difficulties presented by the students who were the subjects of the research. The target audience consists of 6th-grade students at the Amintas Leopoldino Ramos Municipal Elementary School, in Tobias Barreto, Sergipe. Its theoretical framework includes Solé (1998), who discusses reading methods; Santos (2006), who addresses textual diversity in the school context; Rojo (2012), who elucidates multimodal texts and multiliteracies; Freire (2003), who highlights the connection between reading the world and reading the word, and the importance of reading for pleasure; Romão (2020), who emphasizes the interweaving of reading and education; and the ideas in the BNCC, which contribute to comprehension, text production, and revision as learning processes. This qualitative-applied research is ethnographic and uses observation techniques and online interviews. From this perspective, a Pedagogical Workbook was developed for news production and interpretation, with collective and individual activities to promote improvement in these areas. Furthermore, the study aligns with the electronic newspaper as a privileged technology and will be made available on the school’s digital platforms. The results show that the strategy proved to be innovative, especially by making effective use of technological resources that are part of the students’ routine, in addition to fostering knowledge acquisition and suggesting a new approach for working on text interpretation and production related to students’ daily lives. This practice also strengthens the link between teaching and the social practice of language use, promoting literacy and involving students, teachers, and, to a certain extent, families in the educational process, who were selected for the research.