LETRAMENTOS E GÊNEROS TEXTUAIS MIDIÁTICO-ESCOLARES

Abstract

This paper discusses the validity of a didactic and pedagogic work based on the process of media literacy education for students of basic education through the construction of media tools in school, such as newspaper and school radio. Based on the theoretical framework of Social-Discursive Interactionism by Bronckart (1999), studies of literacy by Street (1984) and Kleiman (2005) and the Theory of Text and Discourse by Bakhtin (1997), specifically the concepts of dialogism, and genres of discourse, we present reflections on the experience of implementation of educational media (newspaper and radio) in schools of Rio Grande do Sul - Brazil. The study followed the methodological procedures of action research, namely problem setting, action, reflection, transformation (Andaloussi, 2004). The study has proved productive in the creation of new discursive spaces in school, developing students’ awareness about the process of school literacy for the understanding of traditional media discourse, encouraging them to experience new practices and literacy events and, as a result, be able to create the media in their school. Furthermore, when setting up radio programs, newspapers and different editorial sections, the students have been in contact with a plurality of text / discourse genres, and in these significant language activities have found space to create new ways of saying, new genres, named by Baltar (2006) as school-mediatic text genres.