A (re)escrita do artigo de opinião: um trabalho desenvolvido a partir de oficinas didático-pedagógicas

Abstract

Some aspects of the writing of texts in a school environment call attention to us, such as the strong resistance on the part of the students towards any proposal of written production, mainly. This situation leads us to the conclusion that writing for them is an unpleasant and painful activity. Considering the situation presented and the willingness to contribute to the fundamental education students developing their discursive competence, we decided to insert ourselves into the Professional Master's Program in Letters, Federal University of Uberlândia, in the Line of Research - Reading and Textual Production: social diversity and teaching practices. We believe that through this Program we have the opportunity to develop a research that helps us in our teaching practice and gives us theoretical support for the development of a work that can benefit the school community in general and the community of which we are part, specifically. Based on this understanding, we intend to create and apply a (re) writing proposal of the discursive genre opinion article, developed through activities in the form of "Didactic-Pedagogical Activities Workshops". To achieve this goal, we base ourselves on Bakhtinian presuppositions, from which it is possible to contemplate the three constitutive dimensions of the genre (thematic content, compositional construction and style). We also approve the contributions of Fiad (2009b), Serafini (1995) and Ruiz (2010), focused on reflection on the teaching and learning process of writing, as well as on procedural models and types of correction. The results obtained confirm that working with the genre of opinion in the classroom, from the workshops helps students to increase their writing skills. We observed that in the course of production, many students constructed learning about the three constituent elements of the genre, since many of them were able to position themselves in relation to the theme proposed for the productions: "The abusive use of social networks" and to construct strategies their opinions. The results obtained allow us to affirm that the didactic-pedagogical procedure that we adopted contributed to the development of students' communicative competence.