Uma abordagem dos operadores argumentativos em artigos de opinião : uma proposta de sequência didática para o 9º ano

Abstract

This research aims to develop the students writing argumentative competence from an elementary school through the application of a didactic sequence focused on teaching the opinion article genre and argumentative operators. Therefore, we consider the historical trajectory of the Portuguese subject (BARROS, 2008; FÁVERO, 2009), as well as changes and new opportunities for education and literacy (KLEIMAN, 1995; 2005; MARCUSCHI, 2004; GERALDI, 2004; SOARES, 2009) in addition to the guidance brought by the National Curriculum Standards (1998). In addition, we based upon argumentative operators studies (DUCROT, 1989; KOCH, 2007) in the discursive genre (BAKHTIN, 2003) opinion piece (BRÄCKLING, 2001) as a means of collaborating with the argumentation (ROSSI-LOPES, 2012). From the pointed theoretical framework, a hint of classes available in the Teacher Portal geared towards the final years of elementary school was selected and applied at the end of 2014. The analysis of this application shows that in spite of bringing out an important issue as the question of ethics and corruption, the activities do not give the necessary support for students to achieve the initially proposed objectives to identify characteristics of the opinion article genre; to check the function of argumentative operators in the construction of the opinion article genre and produce an opinion. From what has been identified, we developed a didactic sequence (DOLZ, NOVERRAZ, SCHNEWULY, 2011 [2004]) to the opinion article genre teaching and argumentative operators for a class of 28 students of a 9th grade of elementary school of a school city of Uberlandia. During the analysis of the initial productions of the students, we found that students demonstrated difficulties regarding the specifics of the opinion article genre and used them in a restrictive way. Regarding the operators, it was realized that they had no difficulty in using them, but used few and in a restricted mode. Therefore, the elaborate didactic sequence included three teaching modules: the first aimed to education of opinion article gender and their specificities; the second, the expanded use of argumentative operators; and the third aimed to give grants to students about having what to say, or sought to expand their knowledge about the discourse opinion gender and argumentative operators to thereby produce a consistent argument. The final analysis showed a small advance of the students in the rewriting of their initial production. It was noticed that the students followed mainly using operators with which they are accustomed, but progress in learning writing genre opinion article.