Vozes em discurso direto em uma reportagem sobre o caso socioambiental dos afundamentos de solo em Maceió, Alagoas

Abstract

Research reveals the difficulty of students in reading and writing various texts in Portuguese language classes in basic education (Calabria, 2020; Santos, 2016), among other elements, with regard to the understanding and insertion of voices. Thus, this research has the general objective of analyzing dialogical relations (Bakhtin, 2011) from explicit voices in a report on a socio-environmental case. As theoretical contributions, it comes from authors who follow the dialogical conception of language, such as Bakhtin (2011), Volochínov (2009), Maingueneau (2004), Authier-Revuz (2004), Brait and Magalhães (2014), Sobral and Giacomelli (2016), and also from researchers in the journalistic area, such as Schmitz (2011), Melo and Assis (2013, 2016), among others. As methodological procedures, for the investigation, a news report in the digital media was selected about a case of soil subsidence in neighborhoods of Maceió, Alagoas, resulting from inadequate mining exploration practices of the company Braskem. As specific objectives, it seeks to analyze the compositional construction and the discursive topics of the analyzed text, identify the reported speech from voices in direct speech and interpret these voices and their meanings. As a result, the analysis reveals implicit voices of criticism and commotion, identified from explicit voices in direct speech. These voices show dialogical relationships referring to perceptions about the situation of soil subsidence in neighborhoods in Maceió. Furthermore, in the news report, a scenography (Maingueneau, 2004) of impartiality is identified, following a television style of reporting (Paternostro, 2006). By understanding voices used, it is possible to have a broader view of both the situation of soil subsidence, that interferes in the lives of many people, who are forced to leave their homes, and the stories they have built in these neighborhoods. After the analyses, an example of teaching activities was also developed as a model, which may encourage teachers and/or researchers to develop teaching materials based on this work. In this way, this research can serve as a basis for the creation of didactic sequences (Noverraz; Dolz; Schneuwly, 2004; Schneuwly; Dolz, 1999) to be used as tools by the teacher in order to contribute to the teaching-learning process of reading texts, aiming at the development of students' linguistic and critical skills (Brasil, 2018). Finally, it can contribute to future research, interested in both environmental discourse analysis and studies of voices in texts.