Análise linguística para leitura do texto jornalístico: verificando a parcialidade de reportagens no ensino médio.

Abstract

The work presents the results of a field research conducted during the Supervised Internship in the Portuguese Language course. The project proposed to study the news reporting genre in the linguistic analyses of journalistic texts. The initiative to create a study workshop on this topic arose from observations made during the internship classes, where we identified the difficulties faced by High School students in the linguistic analysis axis. As a way of contributing to the improvement of language education, the research carried out in the classroom context aimed to mediate teaching about the effects of partiality present in news and news reports, which could be identified through linguistic analysis. We sought to encourage in young readers a critical perspective on the various news texts they read. Therefore, in this study, we describe the pedagogical practices used with 1st-year High School students, presenting the ways in which the workshops were divided, the didactic materials employed in each stage and the results obtained. In this initial context, we present the studies by Motta-Roth and Hendges (2010), Flick (2009), Prodanov and Freitas (2013), Morin (2004), and Severino (2007) for research classification. For the study of linguistic analysis practices, we drew upon Faraco (2005), Dias (2020), Reinaldo (2020), Geraldi (2003), Brasil (1997; 2015), Bezerra and Reinaldo (2020), Mendonça (2019), and Possenti (2001). Concerning the analysis of journalistic texts, we adhered to the knowledge of Bueno (2011), Amaral (1969), Lustosa (1996), Zipser and Polchlopek (2009), and Beltrão (1980). In summary, the linguistic analysis activities proposed in the workshops yielded positive results. The developments were observed in the students' responses and their performance in the activities.