Storytelling como estratégia persuasiva em propagandas: caminhos para a análise linguística no Ensino Fundamental II

Abstract

This work, developed within the scope of the professional master's degree in Letters, and applied in the context of returning to face-to-face classes of a 6th grade class at a public school in Minas Gerais, covers the theme of welcoming students, proposing awareness about putting oneself in their place of the other and reflect on the role of each one in the classroom and in life in society. Based on the perspective of linguistic analysis (GERALDI, 2011 [1984]; MENDONÇA, 2006), this action-research (THIOLLENT, 2011; CHISTÉ, 2016) aimed at teaching Portuguese language to develop the linguistic and semiotic knowledge essential to the construction from storytelling in publicity pieces and advertisements, instigating students to act as makers of their own speeches in their social practices, understanding how to circulate and interact in different social spaces and critically analyze them. Bearing in mind the objective of the research, it is expected that the survey of the bibliographic reference, the proposal built based on it and the data analysis can allow advances of other professors in the treatment of the subject. In this context, the research sought to analyze the students' gains before and after the intervention carried out in the classroom, which was based on the development of diversified reading and text production activities. For data analysis, this research used quantitative and qualitative data. The didactic sequence procedure (DOLZ; SCHNEUWLY, 2004) was adopted as a teaching and research element. The initial production was considered as an aspect that verifies knowledge regarding the use of storytelling as a persuasive resource in advertisements. To this end, an analysis table of the students' textual production was prepared, covering prototypical linguistic and semiotic aspects of storytellings (MADDALENA, 2018; SANTAELLA, 2014; LAMBERTE, 2013). The data from the initial analysis gave rise to the organization of the teaching stages and were compared to the data from the analysis of the final production. The hypothesis was that the exploration, in the classroom - through reading activities - of prototypical linguistic and semiotic elements of storytelling, used in texts that circulate socially, would allow students to recognize persuasive resources in reading contexts and management of them in their production of texts. The comparative results of initial and final production, as well as the qualitative analysis of the intervention stages, revealed gains by students regarding the 12 recognition and application of persuasive linguistic and semiotic resources of storytelling in advertisements and commercials.