O gênero propaganda como ferramenta de compreensão na sala de aula: uma proposta de intervenção

Abstract

Text-based teaching enables the development of linguistic competencies, allowing students to master different discourse genres in society through reading comprehension and interpretation activities. In order to develop a learning proposal focused on the reading of advertisements in a lower secondary education class, this study aims to identify how the advertisement genre is understood by seventh-grade students, contributing to the study and teaching approach of this genre. Based on the concept of discourse genre proposed by Bronckart (2006)—that is, social practices with distinct linguistic and communicative features shaped by social interaction, communicative conventions, and the communicative purposes of a community—a didactic sequence was created and implemented through the action-research method (Dolz; Noverraz; Schnewly, 2004) to guide the teaching of the advertisement genre to students in the final years of elementary school, focusing on reading comprehension and interpretation practices. The research results showed that, through a well-planned pedagogical approach, it is possible to bring students closer to the world of multimodal texts. While students learned to recognize the importance of combining images, words, and sounds to create persuasive messages, they also realized the need to refine this integration in their own productions. Furthermore, the activities carried out not only contributed to the development of a critical perspective on advertisements—enabling students to question and analyze the techniques used in persuasive messages—but also led to the creation of a guidance booklet for teachers. This material compiles the strategies and reflections developed throughout the research, offering suggestions for teaching this genre in the classroom. In summary, the dissertation highlights significant progress for both students and educators, demonstrating that the integration of theory and practice can transform how language and communication are taught and learned.