Produção Textual e análise linguística: uma proposta de sequência didática destinada a alunos do 9º ano do Ensino Fundamental

Abstract

This research presents a pedagogical approach focused on textual production through the exploration of textual genres. Text production is a fundamental skill in developing students’ communicative competence, and its effectiveness can be maximized by considering the different types of texts that exist in different social spheres. The first chapter presents data relating to external evaluations from the Federal and State Governments. These evaluations aim at comparing proficiency rates related to reading. Although they do not present data on written production, it is possible to establish a relationship between reading and writing and understand the students’ strengths and difficulties. Still in the first chapter, it is highlighted how the teaching material, the student book, for the Portuguese Language subject, adopted by the State Department of Education of Mato Grosso – SEDUC/MT, and belonging to the Structured Education System, and includes prediction skills in the BNCC – National Common Curricular Base – which deals with the interview and reporting genres. In the second chapter, we sought to mobilize theoretical assumptions, which underpin this research. The relevance of the textual genre for the study of the Portuguese language and textual production was discussed, based on Bakhtin (2003) and Marcuschi (2008). In addition, the interview and report genres were also approached. Another important point addressed in this section were the discussions in relation to the Didactic Sequence, a model by Joaquin Dolz, Michèle Noverraz and Bernard Schneuwly (2004). The third chapter presented an activity proposal for the development of textual production, based on the didactic sequence model of Dolz, Noverraz and Schneuwly (2004). This methodology served as the basis for working on textual genres, interviews and reports, being that this proposition was developed in a way that allows its future application in the classroom, since due to an accident, it was not possible to apply the practical work in the classroom. However, this proposal offers the possibility of contributing to improving students’ writing skills. Finally, we emphasize that the Didactic Sequence is a tool with many possible applications that can be used both to develop skills in relation to different textual genres, as well as a form of understanding and formation of a critical literacy for students.