A produção do gênero artigo de opinião na escola

desenvolvendo as capacidades de linguagem

Abstract

The present work aims to describe and analyze an experience of pedagogical intervention applied to the process of writing and rewriting the textual genre opinion paper in a 9th grade class of a public school. The intervention is based on the theoretical-methodological instrument of socio-discursive interactionism (BRONCKART, 1999; DOLZ; SCHNEUWLY, 2004;), aiming to explore how this theoretical-methodological approach can contribute to the elaboration of literacy projects focused on the appropriation of textual genres by students and the development of their language skills. The research adopts a qualitative and collaborative approach, using the action research methodology, which allowed direct contact with the field of study, apply the proposed pedagogical intervention and carry out interpretative and reflective analyses on the results obtained. To describe the results, texts produced during the research development process were selected. The pedagogical intervention included the use of didactic tools provided by the framework of socio-discursive interactionism, such as the didactic sequence. Thus, the results obtained through interpretative and reflective analysis indicated that the work of textual production in mother tongue classes, from a well-elaborated intervention proposal and anchored in the assumptions of socio-discursive interactionism, can significantly contribute to students’ appropriation of the proposed textual genre for study, improving their language skills and, consequently, overcoming possible difficulties related to the writing of this genre.