Uma sequência didática para leitura e escrita do gênero artigo de opinião no ensino médio

• Autor(a) principal: Tognato, Maria Izabel Rodrigues
• Data de Publicação: 2023
• Outros Autores: Aquino de Paula, Marcia Cristina de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/47158
• topic: Sequência didática; Leitura; Escrita

This work aims to present a Didactic Sequence (DS) and the results of its implementation, taking the social role of teaching reading comprehension and writing with a focus on the genre Opinion Article, in order to identify the Language Capacities (LC) enhanced by systematized activities. This proposal was carried out with high school students, involving some professionals from different areas of knowledge. To this end, we base our studies on contributions from interdisciplinary research (ALVARENGA et al., 2011;), Historical-Cultural Psychology (VIGOTSKY, 2009, 2010), Complexity Theory (MORIN, 2010; 2016), Sociodiscursive Interactionism (SDI) (BRONCKART, 1997/2009), genre based-approach language teaching and Language Capacities (SCHNEUWLY; DOLZ, 2004) and their criteria (CRISTOVAO et al, 2010; CRISTOVÃO; STUTZ, 2011; CRISTOVÃO, 2013 ), Didactic Sequence (SD) (DOLZ; SCHNEUWLY; NOVERRAZ, 2004) and writing as a process (DOLZ; GAGNON; DECÂNDIO, 2010). As for the nature of the research, we used a qualitative-interpretative approach (BORTONI-RICARDO, 2008; DIVAN; OLIVEIRA, 2008). With regard to methodology, we produced, implemented and analyzed a DS used in the context of High School in a Public School in the interior of the State of Paraná, Brazil. For the analyses, we based ourselves on Language Capacities and their criteria, derived from the perspective of (SDI) (BRONCKART, 1997/2009). The results point to contributions regarding the DS proposal and the constituent elements of the Opinion Article genre in working with reading comprehension and writing as a process.