LEITURA CRÍTICA NO ENSINO FUNDAMENTAL: QUESTÕES DE GÊNERO

Abstract

This training memorial, presented to the Professional Master in Letters (PROFLETRAS) Federal University of Bahia (UFBA), is the result of a didactic proposal project applied in Portuguese Language classes, in the 8th grade of Elementary School of Escola Municipal Deputado Isaac Marambaia, located in Barro Branco, Imbassahy, Mata de São João. This work aimed to encourage students, through reading, to perceive misogynistic discourses in texts of different genres (songs, beer advertisements, among others) to that, through critical reading, can, before different texts and contexts, perceive the implicit and reflect on the ideologies that permeate the discourses and power relations related to naturalized gender issues in society. This didactic proposal is based on an interactionist conception of reading (SOLÉ, 1998), considering that the intended reading is critical reading (SILVA, 2009). And in order to develop a critical reading in our students, we also triggered some theoretical assumptions of Critical Discourse Studies (ECD), from the perspective of Van Dijk (2017), for whom the abuse of power in social relations can be countered. from the denaturalization of certain discourses conveyed in our society. The methodology adopted for this work was the ethnographic qualitative research since the researcher-teacher will be in constant interaction with the students in the studied situations. With this work questioning attitudes were developed and encouraged in the students through the increasing development of judgment, evaluation and appreciation of ideologies present in texts with which they had contact and is expected to do so with many others. texts to which they will have access.