O gênero textual comentário-online nas aulas de língua portuguesa do 9º ano: uso dos articuladores argumentativos

Abstract

Writing teaching in contemporary society has undergone several changes driven by the use of new technologies, a context in which young people are inserted. Therefore, the school needs to use technology as a learning tool, implementing teaching practices into the curriculum that include textual genres from the digital environment in Portuguese language classes, to promote critical, reflective and ethical education in the virtual environment. Given this, we developed research that aims to contribute to students' written training, based on a study focused on the textual genre of online commentary with a focus on the use of argumentative articulators. The research was carried out in 2023 with students in the 9th year of Elementary School at a public school in the municipal network of Alagoa Grande-PB. This is predominantly qualitative action research with the development of an intervention proposal and descriptive analysis of the data. We used Bakhtin’s (2016) studies concerning speech genres as a theoretical contribution; Marcuschi's notes (2008-2010) regarding writing; Bronckart (2012) about Sociodiscursive Interactionism; Coscarelli (2016) regarding digital literacy; Lévy (2010) on cyberculture; Koch and Elias (2016) to the arguments and proposals of the BNCC (Brazil, 2018) around mother tongue teaching, among others. As a methodological strategy, we used a Didactic Sequence based on Dolz, Noverraz and Schneuwly (2004) with adaptations according to the proposals of Costa-Hübes (2012), including the presentation of the communication situation, genre recognition module, initial production, study modules, final production and circulation of the genre. The SD served as a basis for us to organize teaching material aimed at Portuguese language teachers. The results pointed to significant advances in students' written production, such as textual progression, theses and more convincing arguments in defense of them, in addition to an expansion of the cohesive repertoire that resulted in more coherent texts. Regarding the use of technology, we saw progress in terms of digital literacy so that students recognize the importance of arguing in defense of their opinion, as well as the relevance of using the online comment genre as a social practice of writing in the digital environment.