O processo de transposição didática no jornal e na escola.

Abstract

The objective of this work is to reflect on the implications of the didactic transposition to the teaching of reading involving journalistic texts. It is an interpretative and interdisciplinary research which analyses the actions and resources from didactic transposition presented in two areas: the reading classes given by a Philosophy teacher and the infantile supplement Diarinho, published in the Diário de Pernambuco newspaper. The object analysed in this work materializes in the journalistic text and in the teacher’s exposition, since both have the intention of showing a subject to a reader-student who is supposedly less informed. From these two social spheres the corpus of this reseach was collected, which is composed of ten issues of the supplement and of four reading classes. In order to study it, the current concepts of reading and didactic transposition in the scope of Applied Linguistics were mobilized. Three data analysis procedures were utilized which resulted in the three chapters containing the data interpretation, namely: (1) identifying and describing the resources and actions of didactic transposition employed by the journalists, (2) identifying and describing the resources and actions of didactic transposition employed by the teacher, (3) comparing the resources and actions of didactic transposition in the first and second phases. To achieve the process of didactic transposition in the newspaper or in the school, the data analysis reveals that there should be a didactic contract in which an informed speaker imparts knowledge to a less informed subject who perhaps accepts this learning situation. It also shows that the actions of explaining and informing seem to be inseparable both in the supplement and in the school, for the journalist and teacher inform and explain in the same way. That is why the transposition resources are varied and recurrent. There were twenty-two didactic transposition resources in the supplement and nineteen in the reading class. Twelve of the resources are common to the two spheres, and among them intertextuality, vocabulary knowledge and interaction with the reader-student are noticeable. The conclusion of this work indicates that the knowledge imparted at school by means of the supplement goes through two didactic transposition chains: one which stems from the school sphere and another from the social interaction. It is also pointed out that journalists and teachers are the main agents of those chains and share a pedagogical responsibility in diffusing information and identity references through which they can help to accept/reject or reflect on social themes.