Gênero notícia no contexto social: uma prática de multiletramentos.

Abstract

This present monograph emphasise the massive contribution that Textual Linguistic has been developed in the recent years, bringing to text as an indispensable resource to be developed in the classroom, therefore deconstructing the structuralist view which was linked to a decontextualized teaching focused on the study of word and phrase. In addition, we underscored the importance of textual genres in this process of teaching the Portuguese language to contributing to the construction of a meaningful teaching for the student to place him in various social contexts, in which he finds himself. As it is perceptible, the language of the new genres become increasingly malleable, among them are the digital genres, such as: blog, email, chat, among others. In and it is within this perspective that we will highlight the genre News and its participation in the practice of multiliteracies. By this biases, the present monograph as a general objective, to highlight the relevance of literacy and multilearning practices in reading and textual production activities, specifically through the news genre and as specific objectives: to show the contributions that Textual Linguistics brought to working with texts; to emphasize the importance of textual genres as indispensable tool in the construction of the text and aims to comprehend the relevance of working with text , in teaching-learning, with regard to reading and writing from the perspective of multiliteracies. Therefore, we base, meanling, in the works developed by Marcuschi (2002, 2005, 2008) Koch (1997), Costa Val (1999), Antunes (2010), Rojo (2012, 2015); Soares (1999, 2002, 2009) e Kleiman (1995), who made an enormous contribution to the studies of Portuguese language. Regarding the methodology is based on a bibliographic research,qualitative nature, in which they were used as a research instrument : books; academic articles ,magazines and academic websites with an intention to deepen the process of using multiliteracies, through the genre not known and its applicability in high school. For this puporse, we present a pedagogical proposal, to be presented to teachers of the 1st grade, high school , in order to contribute to their pedagogical practice in the classroom, regarding to reading and writing.