O gênero discursivo "artigo de opinião" no livro didático: articulando o estudo gramatical à produção de texto

Abstract

Involved in controversies, the teaching of grammar, especially in public schools, is divided between the traditional posture of teaching and reflective tendencies, contextualized, applied to texts, among others. In the midst of this methodological crisis, there seems to be a consensus: the teaching of nomenclatures must turn to the reading and production of texts, according to the guidelines of the NCP (BRAZIL, 1998), a document of interacionist background. And in schools, textbooks try to follow these official recommendations - grammar teaching, aimed at reading and producing text not always successfully. In this prism, the objective was to analyze the normative grammar teaching proposals aimed at the production of the discursive genre (opinion article) presented by the Singular and Plural textbook, 9th year of Fundamental II and propose didactic activities that in this sense, increased and/ or complemented such proposals. As a theoretical basis, the socio-interactionist perspective of language adopted by the NCP (1998), in which, the discursive genres respectively of Bronckart (1999) and Bakhtin (1986), , become to operates like an object of Portuguese language teaching. In addition to the contributions of Antunes (2014), Bezerra and Reinaldo (2013), Bortoni-Ricardo (2005), Neves (2012), Vieira and Brandão (2016), Bagno (2013) among other researchers. Regarding the methodology employed, quantitative-qualitative research supported by bibliographicals, research-action, documentary and interpretative / descriptive approaches. The results pointed out many advances, with respect to the teaching of grammatical terminology focused on the construction of textual genres. But it is still noticeable the traditional use of such terminology, in the textbook analyzed, with respect to the production of the genres in the classroom. evidencing thus, a certain distancing between the grammatical contents and the textual production, and between the orientations of the NCP and the teaching-learning made effective in the Portuguese Language class. thus, it was sought for an PL teaching more focused on the discursive context, in order to broaden the linguistic possibilities of the LD and the mother tongue class.