Sequência didática: o papel da leitura no processo de produção de textos dissertativo-argumentativos.

Abstract

The production of argumentative-essay texts is an essential skill in the educational context, especially in assessments such as the National High School Exam (ENEM). This study discusses how reading can serve as an effective tool for developing argumentation skills, helping students expand their sociocultural repertoire and produce more cohesive and well-founded texts. The general objective is to demonstrate how reading can enhance the argumentative-essay writing of high school students. The theoretical foundation is based on the studies of Marcuschi (2008), Koch (2020), and Kleiman (2022). For the didactic sequence, the discussions are supported by the proposals of Dolz, Noverraz, and Schneuwly (2004). Contributions from other relevant researchers are also incorporated. This is an applied research study, aiming to find practical and immediate solutions, with a qualitative approach, as it seeks to understand how reading contributes to the production of argumentative-essay texts. The analysis indicates that reading is a key element in building sociocultural repertoires, enriching vocabulary, diversifying theoretical and practical references, and stimulating critical thinking skills.