MILANEZ, M. S.; http://lattes.cnpq.br/8489672924578638; MILANEZ, Marciana da Silva.
Resumo:
The practices to be carried out in the classroom should bring the students into contact with
different textual genres, considering that it is through these genres that texts materialise. This
means that the teaching of the Portuguese language, which intends to give the student
appropriate instruments so that he or she may become part of society in an active way, must
also consider activities that bring together reading, writing and linguistic analysis. In this
regard we take, as our object of analysis, a didactic sequence (hereinafter DS), produced by
the author of this work in a continuous learning course known as Textual genres within the
sphere of arguitive discourse: theoretical and methodological proposals for teaching, with the
main teaching object of the SD being the textual genre of opinative articles, being aimed at
the second year of high school. Hence, the main aim of this research paper shall be that of
analysing the didactic sequence with regard to the teaching of reading, writing and linguistic
analysis. In the most specific way possible, we intend to analyse the activities as proposed,
showing the type of questions of textual comprehension; to check out how the proposal of
textual production guides the student towards the conditions for production of the genre;
propose questions related to linguistic analysis, that expand the work with linguistic resources
within the opinative article; as also to show the relevance of the teacher's production of
didactic instruments, such as the didactic sequence, makes teaching practice in the classroom
more systematic, seeking to implement a type of teaching that can blend together the skills of
reading, writing and linguistic analysis. This is a qualitative research study, which can be
considered bibliographic and descriptive, as there is analysis of a didactic sequence based on
the works o f some theorists and some documents that guide the teaching of the Portuguese
language. As a theoretical reference, we have based ourselves on Travaglia (2009), regarding
the conceptions of language; on Bakhtin (1997), Bronckart (1999) and Marcuschi (2008),
regarding notions of genre; Dolz, Noverraz and Schneuwly (2004), regarding work with
didactic sequences; Brakling (2000) and Koche, Boff and Marinello (2014), who raise issues
about the specific textual genre of opinative articles, arguition and argumentative operators;
official documents (PCN, 2000; OCEM, 2006; RCEM-PB, 2006), which set basic guidelines
for the teaching of the Portuguese language at secondary school level; and also the thoughts
raised by Mendonca (2006) and Bezerra & Reinaldo (2013) about the practice of linguistic
analysis; among other authors. The research study shows that the didactic sequence presents
well-articulated activities, with regard to work on practice of reading and writing; on the other
hand, however, some gaps are left with regard to the practice of linguistic analysis. For this
reason, apart from analysing the didactic sequence, we also ask some questions that contribute
so that there may indeed be some articulation among reading, writing and linguistic analysis,
based on the textual genre of opinion articles, through systematic activities.