A leitura crítica da charge: implicações teóricas e metodológicas

Abstract

Form critical readers and producers of texts efficient is one of the fundamental goals of education. In the National Curriculum (1998), it is proposed that reading and producing texts are developed appropriately and useful to the school and the student's reality. Thus, in this research, I seek to discuss the critical reading of genres specifically charge the genre and explore its potential in the teaching of the mother tongue. The choice of this genre (charge) as proposed activity occurs through communicative efficacy that it contains, as its language satisfies modes of linguistic analysis with character of modernity and universality, besides being a mode of communication that can be playful while critical, depending on their textuality. The lack of effective practice, the student basic education does not demonstrate skills with doing a type of reading that goes beyond decoding words and phrases. As a result, this research aims to present a critical review of the theoretical background for reading the charge in the context of basic education, especially in the final years of primary school. Thus, we discussed the concepts of critical reading, the definition and operation of the genre charge, as well as issues relevant to their reading and comprehension. Based on this, we attempted to present a proposal for activity with cartoons, since we understand that form a critical reader depends not only put the student to read, but to constantly practice the reading of various texts and extract from them their meaning.