Critical discourse analysis: didactic approach proposal with undergraduate students
Abstract
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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