DIGITAL GENRES AS A TOOL FOR TEACHING READING IN ELEMENTARY SCHOOL

Abstract

This article aims to present which language skills that eighth-grade students have developed for reading a digital genre: the advertisement published by Facebook, at the end of the implementation of a didactic sequence of genres. Guided by the theoretical-methodological assumptions constituted by the didactic aspect of Sociodiscursive Interactionism, we built an interventionist proposal, implemented it in the classroom, and analyzed which language skills for reading the genre in question the students improved. The focus of the didactic work was to build activities that would help students understand the persuasive resources that constitute the Facebook advertisement; besides, as it is a proposition guided by a social issue, the intention was to contribute to actions that lead individuals to the conscious use of products and services. The results demonstrate that the student-participants identified and understood which are the main persuasive strategies that said textual genre employs, which can lead to consumerism.