O desenvolvimento da escrita através da retextualização do artigo de opinião para o meme no 9° Ano do Ensino Fundamental

Abstract

Working with textual/discursive genres has been a challenge in arousing students' interest, therefore, it is necessary to find strategies that are attractive and more meaningful for students' lives. With this in mind, this research was developed, with the aim of developing a proposal to retextualize the opinion article genre into the meme as a didactic strategy in developing the writing proficiency of students in the 9th year of Elementary School. Methodologically, this proposal adopted action research, using a didactic sequence redefined by Dolz, Noverraz and Schneuwly (2004), adapted to the didactic itinerary, based on the scheme of Colognesi (2015) and Colognesi and Lucchini (2017). The corpus of this research was made up of samples of students' textual productions before and after the application of the didactic proposal, using the readings of opinion articles and their retextualization for the meme genre, observing criteria such as adequacy to the textual-discursive genre, the arguments produced and the semiosis used, as well as the research path. The main theoretical references that supported this research, regarding the study of textual/discursive genres, were Marcuschi (2005, 2008) and Mikhail Bakhtin (2003); to address the phenomenon of retextualization, Dell´Isola (2007), Marcuschi (2010); of argumentative practice, Fiorin (2018), Koch and Elias (2016), when dealing with genres in the digital sphere, the considerations of Rojo (2009), Coscarelli and Ribeiro (2011), among others, were taken up. At the end of the research, it was found that the stages of the didactic itinerary played a crucial role in recomposing learning. Regarding the retextualization process, part of the class was unable to carry out it satisfactorily, considering the aspects that characterize and constitute the meme textual-discursive genre. Although the students had different levels of writing proficiency, there was progress in the learning process, since the retextualization activities, involving opinion articles and memes, provided the students with not only a positive contact experience in their training as writers, but also expanded their ability to perceive the reality that surrounds them.