Os gêneros anúncio publicitário e anúncio de propaganda: uma proposta de ensino ancorada na análise de discurso crítica

• Ano de defesa: 2015
• Autor(a) principal: Silva, Caroline Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Letras (Mestrado Profissional); Linguística, Letras e Artes; UFU
• Palavras-chave em Português: Análise de discurso crítica; Gênero discursivo; Anúncio publicitário e anúncio de propaganda; Ensino de Língua Portuguesa; Análise crítica do discurso; Anúncios; Propaganda; Língua Portuguesa - estudo e ensino; Critical discourse analysis; Discursive gender; Publicity and advertisement announcement; Portuguese Language teaching; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://repositorio.ufu.br/handle/123456789/16753; https://doi.org/10.14393/ufu.di.2015.407

The present paper brings the result of the application/analysis of a reading and writing proposal, from the publicity gender announcement and the publicity advertisement announcement gender, to middle school students, from the 9th grade, with the aim of developing critical and reflexive readers. By building such material, we relied on the Critical Discourse Analyses (FAIRCLOUGH 2001, 2003) and also on the Sydney s teaching school genders (ROTHERY,1996). Such conceptions choices are due to the fact that they are concerned with the linguistics aspects as well as the social ones, which lead the language. One decided to use the publicity and advertisement announcement genders, both stated in the Brazilian Military Dictatorship, in order to rescue the memory and the county s history back, and also to promote a current argument on the claim of the dictatorship s return. As the methodology, we decided to use the critical ethnography (TAYLOR, 1996) to collect data; and to the analysis, we chose the Critical Discourse Analysis (FAIRCLOUGH, 2001, 2003). In other words, due to the three-dimensional conception of speech, we worked on the textual practice, the vocabulary; on the discursive practice, the production process, distribution and consumption and the intertextuality; and on the social publicity practice we prioritized questions about the ideology. On the Sydney s teaching, we used the teaching and learning cycle, with the following stages: Field Negotiation, Deconstruction, Joint Construction and Independent Construction. The results of this study, showed us that students used, more effectively the available choices system to the constructions of their own discourses, and also developed a critical consciousness, noticing/recognizing their past and their national identity. Moreover, the questioning of discursive practices allowed a profitable discussion towards the unveiling of ideological discourses that guise power relations, giving the subjects/students the possibility to make questions, fight, or even to accept consciously, the ideologies present in the same discourses. We considered that the interventions one created the possibility to bring back the memory, the country s history, as well as the development of the conscious formation of the critic linguistic in the student.