Os desafios na produção do texto dissertativo-argumentativo nas aulas de Língua Portuguesa dos alunos do 3º ano do ensino médio

• Autor(a) principal: Tavares, Luma Nunes
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade do Estado do Amazonas (UEA)
• Texto Completo: https://ri.uea.edu.br/handle/riuea/5514
• topic: Língua Portuguesa; Texto Dissertativo-Argumentativo; Desafios; Ensino-Médio

The practice of reading and writing are essential for the learning of high school students, not only because they are inserted in the school environment, but also as a means of expanding knowledge about the reality of the world, however these skills are not mastered by students, interfering in their performance in textual production of argumentative and dissertation types. Therefore, the present article aims to address a discussion about the challenges in the production of the argumentative and dissertation text, to show the main challenges faced by 3rd grade high school students in the production of this typology. In order to reach these objectives, it was used as a methodological procedure a qualitative research, a bibliographical and field research, through which it was possible to apply questionnaires to the students and to carry out interviews with the Portuguese Language teachers. When analyzed, it was perceived as an answer to the problematic of this study, that the main challenges are related to the difficulties with punctuation, spelling, reading, comprehension and time limit to produce a text-argumentative essay. These challenges are understood as factors due to the lack of reading and writing habits, activities that Portuguese teachers say are influential for students to develop objective, coherent, cohesive and, above all, meaningful texts. Therefore, this work shows how relevant it is to encourage students to practice reading and writing, so that they can acquire these skills and be producers of texts. Furthermore, the research exposes how important it is to seek new teaching strategies in order to minimize these identified challenges. As theoretical support, we used Marcuschi (2008), Antunes (2003; 2009), Sena (2008) Passarelli (2012), Cintra and Passarelli (2012) and others.