Aprimorando a escrita de textos argumentativos por meio de sequência didática

Abstract

In literate societies, writing plays a meaningful and primary role, for this reason, its domination in this modality presents itself a great power in our society. Through this point of view, the teaching of writing becomes important as a way of social empowerment, especially when the writing teaching embrace texts, predominantly, argumentative. Regardless of being a primary modality in society, the teaching of writing, in particular argumentative, it is still a challenge endured by teachers. Therefore, this study aims to improve the usage of argumentative strategies that may provide argumentative writing improvements to students, in particular, the initial grade of high school. Besides this aim, in front of the intervention need associated with theoretical researches that would be able to support the actions undertaken in class, this paper is developed through action research facilitated with a didactic sequence based on the assumptions developed by Dolz, Noverraz and Schneuwly (2004), in order to achieve a greater efficiency in the intervention. In this way, through didactic sequence, the directions made to accomplish the goal was based on diagnostic production of the student that allowed to analyze which strategies might be studied in the lessons in order to obtain, at the end of the process, an improved production, contrasted with the diagnostic production. The theoretical assumptions, chosen to the activities in class, focused on two central perspectives: the teaching of writing and argumentation. The first perspective, aiming the teaching of writing, was based on the social-interacting approach of the language, based on theorists such, as Marcuschi (2008), Antunes (2003), Geraldi (2004) and Koch (2016), united to the cognitivism approach, based on Cassany (1999) and Serafini (1994). The second perspective was based on fundamental theoretical aspects of the studies developed about argumentation, performed in different fields of study. The highlighted authors in this paper are Toulmin (2006), Adam (2011), Perelman and Tyteca (2014), Ducrot (1987, 1989) and Maingueneau (1997). Through this connection between theory and practice, the results of the research showed considerable improvements in the writing of students, it reaffirms the conception that the planning and the reflection based on real problems, derived from students writing, can promote considerable improvements in their writing. This effect produce consequently students increasingly autonomous and protagonists of their own writing.