O trabalho com o gênero textual dissertativo argumentativo no ensino médio de uma escola do campo: uma proposta de sequência didática para o trabalho em sala de aula.

Abstract

This study explores the challenges and strategies for teaching dissertativeargumenta-tive texts in secondary schools, specifically at the Serveliano de Farias Castro Com-prehensive Citizen School, in Caraúbas - PB. This textual genre is essential for exams such as Enem, as it requires students to be able to argue critically and master formal language. However, many students arrive at high school without a solid basis for con-structing structured arguments, which hampers their performance. The research re-flects on the effectiveness of a didactic sequence applied to 2nd and 3rd year high school classes, designed to strengthen the learning of this type of text and develop argumentative skills. This didactic sequence aims to provide clear and strategic plan-ning in order to improve teaching practice with the teaching of argumentative text and consequently help students in the production of this genre, which is so demanded at this academic stage and is certainly the most practiced text type among all the others. The study was divided into four stages: observations in the classroom, questionnaires applied to students and the teacher, textual productions by the students and a reflective analysis of the texts, which sought to analyze the effectiveness of the suggested di-dactic sequence. The research points to the need for careful monitoring so that stu-dents can make progress in mastering argumentative writing in an autonomous way. Thus, as well as describing the didactic sequence, the paper proposes a critical anal-ysis of its results, highlighting its pedagogical implications and its potential to train stu-dents who are better prepared for academic and professional challenges.