Da leitura do mundo para as entrelinhas do texto: uma proposta para desenvolver a habilidade de inferir a partir do estudo do anúncio publicitário

Abstract

In this memorial of formation, I critically and reflexively analyze my intellectual and professional formation course, also discussing the project of intervention "From reading the world to the lines between the text: a proposal to develop the ability to infer from the study of the advertisement publicity" Applied to an eighth grade class of the Francisco Xavier dos Santos State School, in the rural area of the Municipality of Petrolina-PE. The project developed in the scope of the Professional Master's Degree in Letters (ProfLetras), under the guidance of Professor Doctor Márcio Ricardo Coelho Muniz, aimed at improving the reading competence of my student through the development of the ability to infer as a strategy of production of meanings, from reading the advertising genre, in a socio-interactionist perspective and the literacy. Concepts such as autonomy, multiple literacy and inference were mobilized in Portuguese language teaching, considering the contributions of those concepts to promote dialogue between theory and practice. In order to implement the intervention project, I used research tools such as semi-structured questionnaires and the use of logbooks. After analyzing the information, I proceeded to generate data and elaborated a didactic proposal, as well as activities, organized in modules to be applied through didactic sequences. The project made possible a significant learning that resulted in the immersion in the school culture as well as exercise the reflexibility from my experiences to have a new look at the reading practices experienced in the school space; as the project was being applied, I found that students have developed a more critical reading of the world around them. Because it is an intervention project, the methodological course I chose was the ethnographic research of school practice and research-action-training, in order to integrate in an inseparable way the theory, the field research and the intervention, with implications for the classroom.