A planificação do conteúdo temático nos textos dissertativo-argumentativos no ensino médio: um olhar para a base de orientação docente e as implicações nos textos dos alunos.

Abstract

This investigation aims to develop a reflective study on the basis of teacher orientation, in regarding to the work with the production of argumentative essay-textbooks, with a focus on the planning of the thematic content. To do so, we set specific objectives as: (i) To identify the students' statements about the work with written production in High School; (ii) Check the orientation of the teacher for the writing of the dissertation-argumentative text, focusing on the planning of the thematic content; and (iii) Analyze the appropriation of this resource in the texts produced by the students. As methodological foundations, the research is located in the Applied Linguistic scope with a fundamentally interpretive qualitative approach (CRESWELL, 2007); with regard to its typology, it is a research with participatory observation. For purposes of data generation, we propose basically: (i) A survey of the students' statements about textual production, through a questionnaire; (ii) A diagnosis of the teacher's orientation for writing the text, through writing commands, (iii) proposals for activities for textual production (lesson plan) and observations of teachers' classes, research collaborators. The subjects are two high school teachers from public schools in municipalities of Cariri, Paraíba, and the 3rd grade students of the mentioned teachers. The work was theoretically based on studies by Bronckart (1999), Antunes (2003), Geraldi (2006), Peréz (2014), Menegassi (1997), Miranda (2014), Adam (2002) and Koch and Elias , among others. The research points to the following results: (a) there is a strong influence of the traditional model of language teaching that directly interferes in the students' liking for the practice of writing, (b) the orientation of writing by teachers, prioritizes the teaching of the argumentative text-essay structure (introduction, development and conclusion) to the detriment of an orientation that considers the mobilization of the thematic content; (c) we do not observe the exploration of the situational context of writing, nor of aspects that deal specifically with the thematic content. In the texts of the students of P1, we perceive that they take ownership of the structure, but not of the thematic content, already in the texts of the students of P2, they do not appropriate the thematic content in their writing, are texts without articulation of information, do not present arguments and do not follow the structure of the essay-argumentative text. The orientation base and teaching practices in argumentative essay texts did not favor the construction of meanings by the students, so that they make use of arguments, thematic progression, paraphrase and marks of authorship.