A negação como estratégia persuasiva em propagandas e anúncios publicitários: prática de análise linguística/semiótica no ensino fundamental II

Abstract

This work, developed within the scope of Profletras, at the Federal University of Juiz de Fora, in a 7th grade class, aims to address, under the action research procedure (Thiollent, 2011 [1968]), denial in Portuguese as a persuasion strategy in advertising, given its multiple forms of expression. To achieve this objective, a didactic action was carried out based on bibliographical references on the topic of negation in Portuguese, which, together with the didactic sequence procedure (Dolz; Schneuwly, 2004), shed light on the path of creating activities and classes. Considering the socio-interactionist perspective of language (Koch; Elias, 2006) and linguistic research, mainly on a functional and socio-cognitive basis (such as Ilari (2007), Furtado da Cunha (2001), Roncarati (2000), Santos and Avelar (2015), among others ), the didactic actions undertaken were based on the idea that the propaganda genre would be suitable for approaching negation as a persuasive strategy, and the research actions hypothesized that the teaching of negation in contexts of real use - especially in a genre in which the denial is prominent - it would be positive for students' learning, linked to the real use of the language (Sigiliano, 2021). To this end, based on diagnostic research into students' knowledge on the subject, authorial material was created, from the perspective of linguistic analysis (Geraldi, 1984; Mendonça, 2007; Costa-Hubes; Pereira, 2022), addressing the differentiated treatment of denial in the classroom, leading students to analyze, identify and use the different forms of negation, whether of a linguistic nature or other semiosis, by encouraging the recognition of their persuasive functionality in advertising texts. In this context, the analysis of elements of language and languages that are prototypical of the genre (Sigiliano, 2021; Corrêa, Sigiliano, 2023) or that contribute to its meaning effects was encouraged, in order to guide students towards recognition of the importance of language for the construction of meanings. Through the initial activities, it was noted that students recognized denial only through the adverb “no” and did not have the perception of denial as a persuasive strategy in advertising texts. After developing the didactic action in the classroom, with reading activities, text production, joint analysis of videos and playing games, we recorded, through the analysis of the final activities (reading activity and video production for the maintenance campaign and return of the LD), a considerable advance in the recognition and use by students of the variety in the forms of negation of Brazilian Portuguese, whether linguistically or semiotically (Santos and Avelar, 2020; Ilari, 2007).