O gênero argumentativo comentário: uma proposta de intervenção para o ensino fundamental

Abstract

The general objective of the research is to present an interventional proposal for the teaching of written production of the argumentative genre commentary, which allows a significant learning of linguistic aspects and the expression of views on social issues, which can be suggested and developed in the classroom context in a class of the 7th grade of elementary school of a school in the state school of the city of Salvador-BA, opportunities to favor citizen education. As specific objectives, we established: a) to propose a didactic sequence as a systematizing element of pedagogical practice for the teaching of textual production; b) encourage the written production of the argumentative genre commentary, from the reading and analysis of topics on which students can expose their opinions, discussing with respect and collaborative attitudes; c) suggest writing and rewriting activities of the argumentative genre commentary in which students can construct texts consistent with the proposal of the standard variety of the Portuguese language; and d) propose, as final production, the presentation of comments written, as well as the glossary of texts read on the Class Wall in the Virtual Environment Google Classroom. To achieve the proposed objectives, we are based on the methodological perspective of Thiolent action research (1986); Tripp (2005) because we understand the relevance of the joint participation of teachers and students in the construction of knowledge in the daily life of the classroom and in the qualitative approach based on Bodgan's studies; Biklen (1994) in which we seek subsidies to analyze the pedagogical actions proposed and present the didactic sequence according to a significant learning. The theoretical foundation in Theory of Genres Bakhtin (1997), Studies of Argumentation Amossy (2005, 2020), Silva (2004), Teaching portuguese language Antunes (2005), Geraldi (2011), Riolfi (2014), Marcuschi Textual Genres (2008), Schneuwly; Dolz (2004), among others, in addition to the guidelines provided by the official documents contained in the National Curriculum Parameters (1998) and the Common National Curriculum Base (2017). With the development of the didactic sequence proposal, we envision that, from the teachings pointed out, students can reflect on social themes, elaborating their views and arguments that give sustainability to the opinions given, so that they can learn to produce texts and build the senses by recording them in the form of the argumentative comment genre.