THE NON-ALIBI OF THE LANGUAGE TEACHER AND THE USE OF DIGITAL MEDIA TO TRAIN READERS WITH JOURNALISTIC GENRES

Abstract

The general objective of this paper is to investigate a variety of technological media that favor the potential and development of dialogic reading in the alterity between me for myself, me-for-the-other and the-other-for-me aimed at hight school. As specific objectives we have: a) identify media readings, which seek to enable young readers' motivations; b) Analyze audiovisual media that enable the formation of the reader with journalistic genres. We will start from the theoretical foundation exposed on the pedagogy of alterity Santos (2013); reading: an act of responsible and responsive understandings Xavier (2020); each one's non-alibi in existing Bakhtin (2017); education as a responsible response in Kramer (2013); Bakhtin says all or nothing to educators Geraldi (2013) and other Bakhtiniana views. The qualitative analytical research methodology will identify the most relevant media by dividing into two categories verbal, non-verbal and audiovisual found virtually. The results show that there is a variety of genres found online that allow the construction of meanings designed to provoke responses from the interlocutor (the other) who reacts verbally or gesturally in an active way, which can enable dialogue between teachers and students and leads us to show that there is no there is an alibi for this interaction  do not to happen.