A construção de sequência(s) didática(s) para o uso de   gêneros discursivos midiáticos no ensino-aprendizagem de francês língua estrangeira (FLE)

This article proposes the construction of a didactic sequence (Dolz; Noverraz; Schneuwly, 2004) for the use of media genres disseminated on Francophone digital information platforms in the teaching and learning of French as a foreign language (FLE). Specifically, this proposal focuses on the development of a didactic sequence through which reading activities in FLE are carried out based on the media genres of news and reports broadcast on francophone continuous information websites. The objective of this article is, therefore, to construct a didactic-pedagogical device composed of five action procedures that address both the linguistic-discursive learning needs of the target FFL learners and the particularities of the media discursive genres news and reportage in FLE disseminated online (Coiro, 2011; Cho; Afflerbach, 2015). To achieve this purpose, this article is based on the Bakhtinian conception of language and discourse genres (Bakhtin, 2016), the socio-cognitive perspective of reading, and the pedagogy of multiliteracies. In its methodological plan, this work is action-research of a qualitative nature (Lewin, 1946; Barbier, 2007). The results of this research indicate that constructing a didactic sequence responsive to the invested didactic-pedagogical intentions—and the projected teaching-learning purposes—in the use of news and reportage discourse genres in FFL (French as a Foreign Language) classes emerges as a feasible pedagogical resource and path that tends to contribute to guiding reading activities in FFL teaching and learning. The didactic sequence presented in this article proves to be potentially applicable to the teaching and learning not only of French as a Foreign Language (FFL), but also of other foreign languages, as well as the mother tongue. In parallel, the use of media discourse genres is also confirmed as a didactic-pedagogical resource capable of providing the FFL learner with opportunities to build and expand their linguistic-discursive-social repertoire in the foreign language being learned.