Curte, comenta e compartilha: uma proposta de leitura responsiva por meio de textos veiculados nas redes sociais

Abstract

In order to contribute to the search for new paradigms in reading education that are connected to the new social demands immersed in the digital environment, this research aims to enhance the communicative competence of 1st-year high school students and consequently develop their reading responsiveness through interaction with texts circulated on social media. To achieve this, we intend to use discursive genres that are embedded in the digital environment and address relevant themes regarding the responsible use of social media, such as: fake news, hate speech, and cancel culture. The theoretical frameworks chosen to scientifically underpin this study, conducted in the field of Applied Linguistics (AL), include Bakhtin [Volochinov] ([1979]2006), emphasizing the dialogical perspective of language. Additionally, we will draw upon Bakhtin ([1979]2003) and Menegassi (2008) to address the theme of reading responsiveness. For the approach related to the digital context, we rely on Xavier (2023) and Paveau (2021). Regarding questions related to reading and the development of critical readers, we will utilize the contributions of Solé (1998), Koch and Elias (2021), and Menegassi (2010). Thereby, due to the interventionist nature of this work, we will propose, through the didacticization of these concepts and approaches, an elective course titled #seliganarede, composed of a syllabus and a pedagogical support handbook to assist in conducting sessions through reading activities organized around discursive genres circulated in a digital context. In order to present an organizational outline for the implementation of this pedagogical intervention, we have chosen to distribute the 20 sessions, each lasting 2 hours, into four thematic modules: the 1st module focusing on discussions about Fake News; the 2nd module on hate speech; the 3rd module on cancel culture; and the 4th module, named #Euprotagonista, dedicated to presentations and productions made by students based on dialogical relationships occurring during the application of activities planned for the elective course. Modules 01, 02, and 03 will have specific sections that work on the construction of meanings from texts within the digital context according to each theme, additionally, problem situations will be proposed in which students will be invited to reflect, take a position, and present a supposed solution to each experienced situation. So, at the end of the sessions, it is intended, as recommended by guiding documents such as PCN, DCRC, and BNCC, to enable students for reading practices based on their social relations, making them critical, responsible, and responsive readers in various communicative environments, whether online or offline. Data analysis allows for the identification of developments in students' responsive positioning as they interact in the digital environment, proving that the use of social media space with a pedagogical bias is possible and necessary nowadays.