A escrita do artigo de opinião: trabalhando a coesão textual no ensino fundamental

Abstract

The development of linguistic competence on the part of students presents itself, at the same time, as an aspiration, a goal to be sought, as well as a challenge for Portuguese language teachers. This research was carried out in 2022 with 14 students aged between 13 and 15 years old, with the aim of expanding these students' linguistic competence to produce cohesive and coherent texts. The general objective of this work is to mediate the process of constructing opinion articles about a social problem faced by students in the 8th year of Elementary School at a state school, in a city in the interior of Rio Grande do Norte. In specific ways, we seek to enable students to become capable of identifying the need for textual cohesion in the opinion article genre, as well as realizing the importance of textual cohesion in written production; execute a didactic sequence (SD) capable of helping students with writing and also in recognizing the levels of formality of texts and presenting the results of an intervention proposal related to textual cohesion using the opinion article genre. Methodologically, this is action research, in the terms proposed by Tripp (2005). The intervention was configured through the application of a Didactic Sequence, along the lines established by Dolz, Noverraz and Schneuwly (2004). To construct the opinion article, the texts Geração do Celular, Silva (2017) were used; and Controversy about the cart in the city of São João do Sabugi - RN, by Wanderlyn W. A. Fernandes. The results obtained in Phase I demonstrated that the majority of students (79%) did not initially understand the texts presented, as they understood that verbs (57%), prepositions (29%) and connectives (14%) were missing. In the production of the opinion article (Phase II), there was the participation of 10 students who delivered the final product and expressed their opinions about their productions. It was possible to observe the evolution and progress of students after the explanatory classes, development of the didactic sequence organized into 4 modules (Phase I), presentation, initial, receipt of texts, comparison with worked texts and textual production; In Phase II, production of the opinion article, modules similar to Phase I were used. We can attest that the present intervention obtained very significant results, demonstrating that these students are capable of constructing coherent and cohesive texts materialized in the production of opinion articles.