O gênero “charge” em diferentes suportes e sua implicação para a produção de inferência: um estudo de caso das aulas de regência no ESC III

Abstract

In this work, we turn to the 02 classes we taught in a 6th grade class from a public school in Araguaína / TO, in order to analyze and problematize the way these students read the same textual charge genre on paper support and digital support. We are interested, more closely, in the way they have been producing inferences in these lessons as we read together the textual genre in focus. It should be noted that these classes are part of the compulsory observation and regency stage of the Curricular Supervised Internship (ESC), from the Portuguese / Literature Course and their respective literatures, from the Federal University of Tocantins (UFT) / Câmpus Araguaína - Cimba Unit. We start from the perspective that these supports promote implications for the enunciative regime of student reading, because in the second support, other semiotic systems come into play, altering the very textuality of the genre. The method and methodology that support this work are based on an inductive basis, since we start from a particular experience. However, some issues are likely to be universal, as conditions end up finding some universals. Students, as readers, do not undertake their reading out of nothing. We conceive that they read anchored in sociodemographic and cultural variables, setting them and determining the type of reading possible for them. The school in question presents fragile educational indicators, from the point of view of the official discourse on the practices of reading and writing. We produce the relation that social vulnerability produces effects for said practices, marking a school vulnerability. The analyzes show that, in the two classes analyzed, the interlocution game between us, the regent teacher and the students, constituted with some specificities. Whereas, in the first class, whose focus was the work with the cartoon in the paper support, the students engaged little, implying few moments of production of inference; in the second class, in which we took as a parameter the charge in the digital support, the students' engagement in the reading process was accentuated to the point that they made inferences. They, in this second class, even began to mobilize aspects of their social experience to carry out the reading process.