Charges as social portraits: fostering critical reflections in the educational environment

Abstract

In the contemporary academic context, the analysis of textual genres emerges as a crucial component for understanding language and its interaction with the sociocultural environment, especially in relation to charges, which are noted for their brevity and critical content. This study aims to explore the charge as a didactic tool, assessing its potential in fostering critical thinking among students. Language, through textual genres, enables meaning-making and social interaction. In schools, reading and writing should promote critical reflection and the social use of language. Pedagogical workshops foster collective learning. Qualitative analysis reveals meaningful categories within the discursive practices that shape educational experiences and interactions. Employing a methodology that combines bibliographic and field research, this study seeks to investigate how interaction with charges can enrich the educational experience. Preliminary results suggest that editorial charges, by integrating verbal and visual elements in an engaging manner, stimulate critical reflection and enhance student participation in discussions relevant to the social reality they are part of. The research indicates that editorial charges, by provoking analysis and debate on current themes, significantly contribute to the development of critical thinking in students, highlighting the importance of addressing diverse textual genres in the educational process. Thus, the study supports the notion that the inclusion of editorial charges as pedagogical tools can enrich the learning process while promoting the development of analytical skills and social awareness among students.