FONSECA, M. G.; http://lattes.cnpq.br/4238324195677625; FONSECA, Maria Gorete.
Resumen:
We understand that the learning is greatly significant for the student when this is a
participant on his knowledge construction process. Therefore, it cannot to be
considered a teaching-learning process dissociated of this procedure and not even to
think in educational methods decoupled of the digital technologies and media, as
those elements are constitutive aspects of the students’ life. In view of this, the
research proposes a reflection in relation to the activities with reading and writing in
classroom in order to consider two important aspects for the students, i.e., the
contemporary social demand in digital technologies and media, and the
argumentative discourse, since this element has to be systematized and investigated
in the school contexts, although it is innate to the human. To this end, the study has
as main objective to investigate the importance about the reading, comprehension
and production of argumentative genre for the Portuguese language classes through
the multiliteracies perspective. The research contain a bibliographic,documentary
exploratory and explicative character under a qualitative approach and it will use the
methodologic and theoretical input from the studies by Rojo (2012-2013-2015);
Bakhtim (2002); Marcuschi (2008); Koch (2011); Perelman and Olbrechts-Tyteca
(2014); Koche (2014); Koch and Elias (2017); Fiorin (2018); Tanzin Neto (2014);
among others. In addition to official documents that rules the Brazilian education, for
instance of the LDB (1996), the PCN (1998) and the BNCC (2017), among others.
Authors. After studying and revision of this literature, we conducted an analysis of the
third unit from the Textbook Portuguese Languages, by Cereja and Cochar (2015),
with the goal to check how the authors systematize the studies about the
argumentative genres, the regimented debate and opinion piece. As the result of this
research, it was observed that the book does not include all the aspects related to the
compositional structure of the genres in study, and the linguistic elements from the
argumentation. By the analysis, we present a proposal of intervention destined to the
Portuguese language teachers of the ninth-grade class. This action suggests
complementary activities those from the textbook to be developed through the use of
a virtual platform (the Edmodo). With this, we hope that teachers and students can be
inserted in multiliteracies events and so they can give a new meaning to the teaching
with a dynamic and effective way.