Gênero propaganda : análise de um livro didático de linguagens, códigos e suas tecnologias e de provas do ENEM

Abstract

This dissertation presents the result of a research that had as general objective to investigate how the advertising genre is approached in relation to the linguisticdiscursive aspects in the tests of Languages, Codes and its Technologies (LCT) of the National High School Exam (ENEM), of 2009 to 2017, and in the textbook (LD) ―Portuguese Language: Language and Interaction‖ by Faraco, Moura and Maruxo Jr. The research is linked to the Alphabetization and School Literacy Research Group (ALFALE), from the research line ―Languages, culture and knowledge construction: historical and contemporary perspectives ‖, in the Graduate Program in Education of the University Campus of Rondonópolis, Federal University of Mato Grosso (PPGEdu / CUR / UFMT). The main questions that guided the research were: how is the advertising genre treated in the ENEM textbook and exams? What types of didactic activities were proposed to work the advertising genre: reading, grammar, text production, oral production? With a methodology centered on documentary research, qualitative aspects inherent to the presence of the advertising genre in the textbook and ENEM tests are described and analyzed, which constitute the corpus of all this research. It was taken as theoretical reference for discussion of textual genres, the studies of authors in the Bakhtinian perspective, such as Rojo (2005) and Silva (2014). For the discussion of the advertising genre, it was supported by Carvalho (2000), Sandamann (1997), Gonçalez (2009), Brandão (2004). Regarding the theme of advertisements in the textbook, it is social, as for ENEM tests, most advertisements are educational, such as: health prevention campaign and awareness of social problems. The activities proposed in the textbook have different objectives, such as reading, grammar, textual and oral production. As for the result of the research, we evidenced that the analyzed activities, in both documents, require different knowledge of the reader, such as linguistic knowledge, world knowledge and interactional knowledge, from concrete communication situations.