Caderno pedagógico: uma proposta de atividades na perspectiva dos modalizadores discursivos em artigo de opinião nos livros didáticos do 8° e 9° ano do ensino fundamental.

Abstract

The theme of this dissertation is to use teaching of discursive modalisers as a strategy for the effectiveness of argumentative activity in the opinion article genre. The problem investigated, as a teacher of Fundamental Education in the Public Network in Brazil, is the lacunar way the theme is addressed in textbooks of the 8th 9 th grades. We hypothesized that these gaps left in the textbooks constitute one of the obstacles to the development of students' argumentative skills in the mentioned grades, because modalisers are linguistic­discursive elements capable of making evident our point of view, and, therefore, its approach and teaching in textbooks in a continuous and systematized way is indispensable. Thus, the choice was made for a bibliographic research, carried out by the consultation of theoretical works, academic works and textbooks, with a qualitative and documentary approach. In addition, this research is based on the Theory of Argumentation Within Language (TAL) by Oswald Ducrot (1988) and his collaborators, as well as on works of Bakhtin (2006; 2010), Marcuschi (2008), Castilho and Castilho (1993), Nascimento (2005, 2009, 2010), Nascimento e Silva (2012), Barbosa (2015), Koch (2006; 2011; 2017), Neves (2000, 2006, 2018), among others. The textbooks selected as corpus, intended for the 8th and 9th graders, are part of a collection called” Se Liga na Língua: Leitura, Produção e linguagem”, by Wilton Ormundo and Cristiane Siniscalchi, 1st edition, by Moderna Publisher (2018a; 2018b). Our general objective was to analyze how the teaching of discursive modalizers is proposed in the selected corpus and, based on the problems and gaps identified, prepare a Pedagogical Notebook structured in three Modules: Module I ­ Starting point (introduction); Module II – Getting to know Opinion article genre and its specificities; Module III ­ Improving the study of discursive modalizers. These modules were developed considering a more systematic work with the genre in question through the use of discursive modalizers and having as support the proposal of Nascimento (2015). The elaboration of a Pedagogical Notebook arose from verifying that, in the analyzed textbooks, despite the fact that opinion article was addressed involving discursive modalizers, the approach is not effective, for it is incomplete, therefore, it does not satisfy the expectation regarding the argumentative approach for the final years of Brazilian Fundamental Education.