O discurso citado na entrevista e na reportagem: uma abordagem de análise linguística em aulas do 8º ano

Abstract

This dissertation presents an intervention proposal developed in a Portuguese language classroom, in an 8th grade class, focusing on the use of the quoted speech (Authier-Revuz, 1990; Bakhtin, 1990; Benites, 2002; Castro, 2009; Garcia, 2009 and Silva and Barbosa, 2016) and in the retextualization process (Marcuschi, 2001; Dell'Isola, 2007; Benfica, 2013). This proposal is based on the perspective of Linguistic Analysis (Geraldi, 1984; Mendonça, 2006), in which the analytical practice goes beyond those of reading, writing and orality. It also adopts the action research procedure (Thiollent, 2011) and the principles of the didactic sequence (Schneuwly and Dolz, 2004; Costa-Hübes and Simioni, 2014). The interventional proposal started from the recognition of students difficulties regarding the use of the quoted speech and the students' knowledge about the reportage genre and had the objectives of leading students to (a) reflect, analyze and understand the importance of using the quoted speech for the construction of textual genres interview and reportage, (b) use it in a way to contribute to the production of meanings and purposes of the text and identify its types, direct and indirect, in the text, in addition to (c) reflect on the necessary operations in the retextualization process. Understanding that the formation of citizens does not occur only through the development of language, the importance of working with social reflection in the space of Portuguese language classes is assumed. In this sense, in the proposed intervention, the theme of including students with disabilities permeated the entire project. The work assumes that reflection and learning can occur effectively if the approach to grammatical aspects is carried out in contexts where they are relevant. Thus, during the entire intervention, students were guided to read and produce texts from the journalistic / media field, which prove to be interesting for working with the quoted speech. From the perspective of action research, there was a constant analysis of interactions with students and their productions for the creation of the intervention proposal, which can be better known by the Pedagogical Notebook, to which this text is associated. In terms of quantitative analysis, which motivated the choice of modules for the proposed sequence of activities in the pedagogical notebook, the students' initial production of the reportage genre was carried out. In this dissertation, it is possible to observe the analysis of the students' initial and final productions, which reveals that the students obtained relevant gains in terms of gender knowledge and appropriated the use of the quoted speech. The results obtained in this action research point to the importance of relating the teaching of the quoted speech to the textual genres in which it is relevant and of recognizing and producing different oral and written textual genres that involve different social situations so that there is development of reflection and the use of language in different situations. The results also point to the improvement of the retextualization operations contemplated in the intervention. In addition, the theme that permeated a large part of the intervention stages enabled the development of the citizens' education of the participants and their criticality regarding the inclusion of students with disabilities in the school space, valuing this insertion and recognizing their role in this process.