Texto publicitário em evento de leitura: a ação reflexiva e crítica do professor

Abstract

This research belongs in the field of Applied Linguistics in education. It stresses the role of student and educator during reading classes turning on advertising material under a critical paradigm, its assumptions being the indetermination of meanings and reading as a process of social co-construction under the interactional sociolinguistics focus. As a matter of course, high-lighted are the use of verbal protocols in group, the sensitive listening and the teacher's intentional action as co-participant in the orchestration of reading events through the re voicing of students contributions, giving way to the effective involvement of these voices in the public arena of the classroom. As part of the process there are also the use of the teacher's reflexive diary and of the students relationship reports working as auxiliary factors of reflection in and about the teaching activity. It is in fact an action-research which favours the interaction of the researcher and the subjects being researched, emphasizing title process, in a natural environment. Such action-research is justified by the need of a special approach to the act of reading, making it possible to understand and perfect it in behalf of the teaching of reading in the classroom. Therefore, it is the qualitative research methodology of critical ethnographic character, basis for the reflection about the negotiated co-construction of title senses of the text, that directs this research and has prompted the rising of a methodology in reading classes through constant dialogue between practical knowledge and long-established theories. Two questions have led the research: how does the group co-construction process of senses take place and in what way can the teacher act when the stance of privileged reader is left behind?