Produção de sequências didáticas de gêneros da ordem do argumentar: desafios e possibilidades para a formação de professores de língua portuguesa.

Abstract

In the scope of Education and Applied Linguistics, text genres have been the object of study of many researchers in Brazil because they are indispensable tools for the teaching of one's mother tongue. This results from the fact that the activity of collective language is demonstrated in multiple and diverse genres of text which are adapted to certain communicative situations (BRONCKART & DOLZ, 1999). This perspective has been a challenge for teachers nowadays when most of them are unacquainted with methodologies that contemplate gender as an object/teaching tool. It is then necessary, within the school environment, to ponder and look for alternatives to the didactic transposition of text genres. One of these methodological alternatives comes from the studies of the Socio-discursive Interactionism (SDI) postulated by the theorists of Geneva. The objective of this work is to present results from the production of didactic sequences developed by High School teachers with a focus on written argumentative text genres, obtained from a continuing training course. To guide the research process, the specific objectives were outlined as follows: 1) Describe didactic sequences produced by the teachers in the course of continuing training based on the genres of argumentative nature; 2) Analyze the didactic sequences considering the language capabilities that underlie the activities proposed in these sequences; 3) Discuss the results obtained in the course of continuing training concerning planning and preparation of didactic materials. The theoretical axis of this research, with a focus on the socio-discursive Interactionism, is represented by the ideas of Bronckart (1999, 2015); Miranda (2015); Dolz, Noverraz and Shneuwvly (2004), Perez (2014), Costa- Hubes and Simioni (2014), among others. The research, which is characterized as a qualitative and collaborative study, was developed based on the use of techniques and research tools, such as interview and reflective session, which were applied to two High School Portuguese Language teachers from the public education system in a town called Fagundes in Paraiba.The study data demonstrated the work with the language capabilities (action, discursive and linguistic-discursive capacities) implied in the development of the activities that compose the modules of didactic sequences produced by the teachers. These implications result from the influence of the continuing training course on teacher planning.