Articulação de saberes no processo de produção textual: experiências e vivências com o 9º ano do ensino fundamental

Abstract

This research aims to describe and interpret an experience of articulating knowledge in the process of producing an opinion article, from a complex and transdisciplinary perspective, in a 9th year elementary school class in the state of Goiás, through the development of activities in that the student-participant as the subject of their learning, was expected to reflect and pro-duce texts, emphasizing the socio-discursive, thematic, compositional and stylistic aspects, articulating knowledge from different areas of knowledge. It consisted of both a rigidly struc-tured path with predetermined activity sequences and an approach to reorganizing the teach-ing and learning process that acknowledged ambiguity, unpredictability, randomness, and intersubjectivity. That happens because new discursive orientations might be sparked by a va-riety of approaches and didactic-methodological possibilities. In order to achieve this, a few recommendations for activities are provided, with a focus on the deepening itinerary, with the goal of producing journalistic texts on contentious, intersecting subjects. The research was based on the epistemological principles of complex thinking (Morin 2000, 2002, 2003, 2005, 2011), Bakhtin (2016, 2017)'s enunciative-discursive approach, the transdisciplinary work of Moraes (2008, 2014, 2015), Ribeiro and Moraes (2014), Nicolescu (1999), Araújo (2015), and Geraldi (1997) and other authors. The study employed a qualitative approach known as the Hermeneutic-Phenomenological Complex Approach, which was defined by Freire (2010, 2012) as follows: after the stages of the validation cycle – textualization, refinement, resignifi-cation, and identification of themes, sub-themes, and sub-sub-themes are fulfilled, the experi-ence of the subjects is interpreted through written records as they were obtained with the pro-ductions, hermeneutic conversations, and annotations in the reflective diary. Consequently, the following hermeneutic-phenomenological themes emerged as a result of the process of refinement and resignification: writing, which gave rise to the sub-themes of ideas, speech, difficulty, and words; life, which gave rise to the subthemes of abortion, laws, and the death penalty; and knowing, which aided in the subtheme of knowledge, learning, and evaluation, which in turn gave rise to the subtheme of notes.