Uma proposta didática para a leitura crítica de textos de marketing na formação de estudantes do ensino fundamental II

• Ano de defesa: 2021
• Autor(a) principal: Leandro de Paula Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FALE - FACULDADE DE LETRAS; Programa de Pós-Graduação em Letras; UFMG
• Palavras-chave em Português: Leitura; Letramento crítico; Linguagem e línguas; Letramento
• Link de acesso: http://hdl.handle.net/1843/36033

With the advent of existential marketing (PONDÉ, 2017), consumption takes center stage in our social relations (BAUMAN, 2008). In this context, the internet and, above all, the storage of personal information - big data -, the diagnosis of users' personality factors through online likes, and, consequently, hypersegmented ads, place us in a situation of vulnerability in the face of strategies of marketing that can know us better than ourselves (LINDSTROM, 2017; HARARI, 2018). That said, assuming that the State itself establishes a relationship of subordination under market sovereignty (BERCOVICI, 2013), what would be the role of the school: a place for dialogue aiming for the emancipation of the social person (FREIRE, 1987) or a mere ideological reproducer of the machine consumption (ILLICH, 1976; ALTHUSSER1992 [1970])? Concerned with the integral human education of the students (BNCC, 2018), we had as main objective of this research to present an Activity Book that operationalizes the critical reading of texts oriented to marketing mediated by the methodological rigor of the teacher-researcher (BORTONI-RICARDO, 2008) that subjectively analyzes a social phenomenon of which he is a part, so that later he can modify the unfavorable scenario to the student's learning context. We present the possibility that the students' lack of understanding of marketing texts may be due to two elements that complement each other: (i) lack of sufficient time to understand the semioses present in the statements (KAPLAN, 2017); (ii) absence of reading strategies (SANTAELLA, 2012; SOLÉ, 2015) to raise hypotheses, establish comparisons, perform inferential operations (MARCUSCHI, 2011; COSCARELLI, 2012).