Leitura do texto publicitário: proposta de encaminhamento didático

Abstract

The present research, oriented by the socio-cognitive-interactionist perspective, approaches the reading that occurs in the school context and considers this activity a process of interaction between author-text-reader. It is based on the notion that the activation of the reader’s prior knowledge constitutes a fundamental strategy to produce inferences and, consequently, to meaning construction and understanding. In this context, the research question that guides this study is: To what extent does the didactic routing contributes to the teaching of reading? To answer this question, it was established as a general objective: to understand the strategies of reading in the construction of meanings by the student-readers. The specific objectives are: 1) to identify and analyze the reading strategies that collaborate for the construction of meanings by student-readers. 2) to use didactic routing as a resource for teaching-learning in reading classes. The theoretical contribution that underlies this research is composed mainly by Carvalho (2002, 2014), Dolz and Schneuwly (2004), Ferreira (2010), Kleiman (2013), Koch (2009, 2015), Koch and Elias (2014), Marcuschi (2008), Passarelli (2012), Sandmann (2001) and Travaglia (2007a). The selected corpus is formed by three advertisements from different times, which allow the observation of some changes concern to linguistic, cultural and imagery aspects. We analyze textual elements and the images that make up such pieces, which, together, interact for the construction of meaning. The didactic routing proposal enables the improvement of teaching-learning practices of reading in Portuguese language classes, particularly, in the 8th year of Elementary School II