O gênero argumentativo comentário: uma proposta de intervenção para o ensino fundamental
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...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/54770 |
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| Resumo: | 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. |
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