A abordagem de debates sociais evidenciados pela mídia: proposta para o ensino e aprendizagem de Língua Portuguesa

Abstract

Considering that Portuguese language teaching is often restricted to norms and structures, in which students, for example, are taught to organize isolated phrases and to analyze their elements morphosyntactically, it becomes relevant to rethink new ways of building the teaching and learning processes involved in different situations. Thus, to the extent that, in modern times, the media penetrates society in a massive way, the social debates that circulate through it can present themselves as a proposal to introduce a new way of teaching the language. In this context, this work, based on the Bakhtinian dialogism (2011) and inserted in the scope of Applied Linguistics (MOITA LOPES, 2006) aimed at proposing a linguistic-discursive and significant teaching through the approach of the social debates. The objective of this work is that the teaching Portuguese is established as a space of articulation of structure and context, intending to broaden the linguistic, social and cultural horizons of students. It is important to underline that this research followed the qualitative perspective of the ethnographic and self-observation and was developed in a private school in the city of Maceió, in a class of the second year of high school. It was based on the notions of media GUARESKI and BIZ, 2006), discourse (BAKHTIN, 2018), speech of others (BAKHTIN, 2011), production responsive atictive (ZOZZOLI, 2012), reflective teacher (ALARCÃO, 2011) and meaningful learning (AUSUBEL, 2003). Finally, the analyzed data pointed to the fact that the lesson, developed from this proposal, instigated the debate in the classroom and led the students to perceive the language in the context of social practices, a fact defended by Applied Linguistics.