A arquitetura interna do gênero artigo de opinião: análise das produções textuais de alunos do 9º ano do ensino fundamental

Abstract

The most current curricular proposals for Portuguese language teaching in schools, especially after the launch of the National Curricular Parameters and more recently with the launch of BNCC, have prioritized reading and writing as central objectives of this discipline, no longer as a simple activity of codification and decoding, but as social practices. The work with the text, both in relation to reading and writing, becomes the guiding axis of Portuguese language teaching. In this sense, it is evident the importance of developing classroom reading and writing practices, involving different genres, in a meaningful way and approaching the actual practices of writing. Thus, this research aimed to investigate the writing skills of students in relation to the genre Opinion Article in a class of the 9th grade of a municipal school in Teresina / PI, in order to analyze the main difficulties about this genre. The theoretical basis was based, mainly, on Bronckart's (1999) theory, as for the textual puff; in the conceptions of language proposed by Marcuschi (2010, 2011) and Koch (2011b); in the notion of textual genre in Bakhtin (2000) and Marcuschi (2010, 2011); in the current perspectives for the teaching of the genres, based on Dolz and Schneuwly (2004); in the structural discursive and argumentative aspects of the textual genre chosen for this research, in Bräkling (2000) and Rodrigues (2007); among other authors. In relation to the methodology, it was an applied, descriptive and qualitative-quantitative research. The corpus of analysis consisted of 25 texts, from which six categories (Argumentative Sequence, Connection, Logical Modalization, Deontic, Appreciative and Pragmatic) were analyzed. During the analysis of the textual productions, we found some difficulties in relation to the phases of the argumentative sequence of the Opinion article, in relation to the connection and in relation to the use of modalization mechanisms. In view of the finding of these difficulties, we have prepared a proposal for intervention, in the form of a didactic sequence structured in 9 modules, contemplating activities that aim to provide the students subsidies to enlarge their knowledge about gender. We hope that this work contributes to the practice of teachers working with textual production, so that they can guide students to improve their textual productions.