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Abstract(s)
A análise crítica dos discursos mediatizados permite compreender os textos para além dos próprios textos, através da análise das estratégias discursivas e da construção de significados dos atores sociais. A compreensão sobre os contextos sociais no funcionamento (social) dos discursos justifica-se no ensino da Pragmática com estudantes do ensino superior. Tal é o caso dos alunos que frequentam cursos de Comunicação Social, na medida em que a transformação dos discursos para serem difundidos através dos meios de comunicação de massas (quer sejam os tradicionais ou os novos média) será certamente objeto de trabalho nas suas práticas profissionais futuras. Exemplificando como o ensino da Pragmática poderá ser mobilizado para a vida profissional destes estudantes, este artigo centra-se nos resultados de uma proposta didática de análise crítica de discursos mediatizados por estudantes finalistas de Comunicação Social. Esta investigação de abordagem qualitativa foi desenvolvida no ano letivo de 2021/2022 e envolveu uma análise de conteúdo a partir das práticas de análise discursiva dos estudantes, que dispunham de um guião didático para apoiar o seu trabalho de análise. Este estudo de caso, envolvendo 60 participantes, revelou-nos a oportunidade desta proposta para os estudantes compreenderem os discursos como práticas sociais, que resultam e dão origem (simultaneamente) a fenómenos sociais, que importa conhecer. Ao mesmo tempo, esta proposta permitiu contribuir para o desenvolvimento de capacidades analítico-críticas e reflexivo-interpretativas, importantes para a ação profissional futura destes participantes.
The critical analysis of mediated discourses allows us to understand the texts beyond the texts themselves, through the analysis of discursive strategies and the construction of meanings of social actors. Understanding the social contexts in the (social) functioning of discourses is justified in teaching Pragmatics with undergraduate students. Such is the case of students who attend courses in Social Communication, insofar as the transformation of discourses to be disseminated through the mass media (whether traditional or new media) will certainly be an object of work in their future professional practices. Exemplifying how the teaching of Pragmatics can be mobilized for the professional life of these students, this article focuses on the results of a didactic proposal of critical analysis of mediated discourses by finalist students of Social Communication. This qualitative research was carried out in the 2021/2022 school year and involved a content analysis based on the students' discursive analysis practices, who had a didactic guide to support their analysis work. This case study, with 60 participants, revealed to us the opportunity of this proposal for students to understand discourses as social practices, which result and give rise (simultaneously) to social phenomena, which are important to know. At the same time, this proposal made it possible to contribute to the development of analytical-critical and reflective-interpretive capacities, which are important for the future professional action of these participants.
The critical analysis of mediated discourses allows us to understand the texts beyond the texts themselves, through the analysis of discursive strategies and the construction of meanings of social actors. Understanding the social contexts in the (social) functioning of discourses is justified in teaching Pragmatics with undergraduate students. Such is the case of students who attend courses in Social Communication, insofar as the transformation of discourses to be disseminated through the mass media (whether traditional or new media) will certainly be an object of work in their future professional practices. Exemplifying how the teaching of Pragmatics can be mobilized for the professional life of these students, this article focuses on the results of a didactic proposal of critical analysis of mediated discourses by finalist students of Social Communication. This qualitative research was carried out in the 2021/2022 school year and involved a content analysis based on the students' discursive analysis practices, who had a didactic guide to support their analysis work. This case study, with 60 participants, revealed to us the opportunity of this proposal for students to understand discourses as social practices, which result and give rise (simultaneously) to social phenomena, which are important to know. At the same time, this proposal made it possible to contribute to the development of analytical-critical and reflective-interpretive capacities, which are important for the future professional action of these participants.
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Keywords
Análise crítica do discurso Discurso mediatizado Práticas de análise discursiva Estudantes do Ensino Superior critical discourse analysis mediatized speech discursive analysis practices undergraduate students