Estrat?gias para a reformula??o da tipologia textual na escola: da sequ?ncia expositiva para a argumentativa

• Autor(a) principal: Santos, Gisele Marques Alves dos
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/4293
• topic: Estrat?gias metacognitivas; Produ??o textual; Par?grafo dissertativo-argumentativo; Metacognitive strategies.; Text production; Dissertative-argumentative paragraph; Letras

In a context marked by the increasingly evident necessity of thinking of the course of Brazilian education, the teaching of text production becomes an indispensable theme on practices and reflections made by teachers of this segment. The gaps that exist on the learning process of our children and teenagers are alarming. Thereby, there is a wide defict regarding writing practice. Thus, a significant majority of our students reach the 7th grade without reaching proficiency on discoursive written practice. From this evidence, the required basement on the assumptions of metacognition (FLAVELL, 1979) are sought in order to intervene on the processes that are involved on the learning of school writings and, more specifically, on the dissertative-argumentative genre. On that perspective, this work consists on the implementation of a project of educational intervention, in the classroom, with students from the 7th grade of public schools from the city of Niter?i, metropolitan area of Rio de Janeiro. It is intended to find an inovative way on the elaboration and the use of courseware, seeking the improvement of the teaching of the writing of argumentative texts. The activities to be implemented consist on: 1. Working on the structure of dissertative-argumentative paragraph and encouraging discussions; 2. Presenting the relevant linguistic resources to the construction of the texts; 3. Widening the encyclopaedic knowledge of the student, through debates, discussions, building of theses and arguments; 4. Proposing the text production while the teacher is a mediator; 5. Analyzing the paragraphs written by the students and proposing that they are rewritten. The overall goal of the research has as its focus providing the pupils the widening of their metacognitive capability, in a way that they can, consciously, apply strategies to improve their argumentation. As for the specific goals, it is itended to: 1. Verify the main problems regarding the argumentative skill on the writing of the students; 2. Elaborate pedagogical mediation activities towards the identified issues on the texts produced by the students, having as basis theory and work proposals on the metacognition field; 3. Apply the activities and analyze the results. In that way, it is sought to allow that the students build a perspective in face of cognitive processes, that is, that they are able to establish their autonomy in face of their own learning process. Therefore, the students will be able to widen their critical sense, not only as student-author of texts, but also - and perhaps mainly - as critical subjects in their social reality. This project is guided by the hypothesis that, through activities that develop metacognitive skills, in the end of the research-action with 7th graders, they will be able to transform expository sequences into argumentative ones. The goal was achieved, once that, before the analyzed results, it was noted that the student was able to expand his critical skills, not only as an author-student of textual productions, but also - and mainly, perhaps - as a critical individual in his social reality.