O gênero textual artigo de opinião: uma proposta para o ensino articulador de leitura, produção textual e análise linguística.

Abstract

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.