O trabalho com o campo jornalístico midiático no livro didático de língua portuguesa: reflexões ao professor.

Abstract

The present research focuses on the importance of the journalistic-media field for school practices, especially for conveying a range of textual genres used in social practices with language. Based on this, the objective of this work is to analyze the way this field is approached/worked by the textbook and its implications for the citizen formation of the learner. To achieve this goal, we outlined the following specific objectives: a) discuss what the BNCC proposes about the teaching of Portuguese language in the textbook as an important tool for the exploration of language practices in high school; b) analyze and describe if the textual genres of the journalistic field are explored in the light of the enunciative perspective of language; c) present a didactic proposal for the exploration of journalistic genres for the critical and reflective development of the high school student. The research is classified as descriptive, with a qualitative approach, according to the guidelines of Prodanov & Freitas (2013), besides being a documental research, because we took as corpus of the investigation the book Estações Língua Portuguesa: Rotas de atuação social, by Barros et al. (2020). The theoretical framework is based on the studies on the theory of textual genres by Marcuschi (2008); on the association between textual genres, discourse and teaching proposed by Guimarães (2013); on the approach of textual genres, in teaching Portuguese language, through textbooks, by Santos (2011); besides the guidelines of the National Curricular Common Base (BRASIL, 2018). The results show that the exploration of textual genres of the mentioned field of action are a reality in the analyzed textbook; which are substantiated in the theoretical approach advocated in this research; however, some of them are still lacking better systematization so that students can have a better command of the language and in fact can develop their critical-reflexive capacity. As a way to contribute to this aspect, at the end of the paper, a Teaching Sequence involving the Pitch textual genre was presented for the execution of a more focused work on the textual genre, which emerged in the sphere of entrepreneurship and reached other perspectives such as the social one.