Cartas de Reclamação no Ensino Médio

Abstract

The production of texts in High School focuses almost exclusively on the Enem writing model, causing other textual genres to remain in the background or not at all, even though there are official parameterizing documents that discuss the need to expand and diversify the texts worked on in all other stages and modalities of Basic Education such as, for example, the PCN (1998) and the BNCC (2018). In this sense, this research is based on the assumption of the need to teach the production of texts that circulate and play a socio-functional role in the students' daily lives and insert them into a culture of critical and practical reflection on the use of written language to solve complex demands. of everyday life. Thus, the textual genre letter of complaint was adopted for work in the classroom so that students could perceive how and in what way they could solve everyday situations-problems of each one through the production and sending of this genre to real recipients. who had the conditions to resolve that became the subject of the complaint. This is an action research with a qualitative approach and didactic and methodological intervention by the researcher in charge, with six collaborating students from a 3rd year high school class at Escola Cidadã Integral Técnica Arlinda Pessoa da Silva, located in the municipality of Juru-PB. We base our discussions especially on studies by Antunes (2003, 2009), Barros (2012), Bakhtin (2003), Brocardo & Costa-Hübes (2014), Bronkart (2003), Dolz, Noverraz & Schneuwly (2004), Koch (2009 , 2011), Marcuschi (2005), which refer to methods and objectives of textual production and circulation. We start from the problem of how to improve the discursive and argumentative capacity of the students of the mentioned teaching series and for that we formulated as a general objective to contribute to the formation of the students' socio-discursive competences through the mastery and use of the letter of complaint with practical employability in real situations of life in society, which was combined with specific objectives that supported our interventional practice. Students' writing and rewriting productions were analyzed as generated data that fostered discussion about the need to exercise citizenship rights through the improvement of discursive and argumentative writing skills in the aforementioned genre. The results showed that the production of complaint letters in the classroom becomes more significant when it allows students to critically reflect on their own reality so that they can intervene in it, seeking solutions to the problems experienced. As an educational product, we have developed a teaching proposal that contributes theoretically and methodologically to the writing of letters of complaint that can be used by Portuguese teachers in high school and adapted to other grades, if necessary.